Material Type:
Lesson Plan
Lower Elementary, Upper Elementary
Informational Writing, Lesson Plan, Mobile Photography, mobile-photography, photography
Creative Commons Attribution Non-Commercial
Media Formats:

Education Standards

Informational Writing and Photography

Informational Writing and Photography


In this lesson students learn how to write an informational paper on a friend or thing. They will then take or find pictures that will represent the topic or person that they chose. This is an introductory writing lesson so it does not contain research. 


Informational Writing and Photography © 2022 by Ashley Moody is licensed underCC BY 4.0 


This is a 180 minute face to face three day lesson teaching students about informational writing. This lesson is designed to tie in informational writing with the origional opinion writing format that students learned previously. They will learn the basics of informational writing and how to tie in pictures that they have found on the internet or that they have taken on their own. They will then cite the photos that they used. 

Background for Teachers

Teachers will need to know the basic format of the opinion writing that students have been taught. They will also need to know the difference between opinions and facts and how to teach them to their students. Teachers will also need to know how to write a paper with paragraphs and explain that to their students. They will need to know how to research and site photos borrowed from the internet and how to take and cite pictures they have taken themselves. 


Step 1 - Goals and Outcomes

Step 1 Goals and Outcomes


Learning Intentions:

  • Students will be able to write an informational paper with an introduction, 4 facts with details and a conclusions. They will be able to represent their writing with cited photos that they have found on the internet or taken themselves. 

Success Criteria:

  • Students will write an informational paper on a friend or topic of their choosing with all the elements of informational writing including pictures that are cited. 

Step 2 - Planning Instruction

Step 2 Planning Instruction

Student Background Knowledge

  • Students will need to know the difference between a fact and opinion. They will want to know how the informational writing is similar to opinion writing in format. Students will also need to have an understanding of citing photo's found on the internet or photo's they have taken.

Strategies for Diverse Learners

For diverse learners, students may be paired together or the teacher/aide may work with the student to get the framework of their paperworked out and recieve help with their photo's. 

Step 3 - Instruction

Step 3 Instruction

Day 1: 60 minutes

  • Begin the lesson by asking students the format for opinion writing.
  • Write down the format on the whiteboard.
  • Ask students about the difference between opinion and informational writing. They have learned this beforehand. 
  • Ask students how they think the format could compare to the opinion writing format.
    • Guide them to the correct answers if needed.
  • Draw arrows a few inches over and write the format for informational writing next to the opinion writing so they can see how it compares.
  • Talk about the differences and the similarities between the format for opinion and informational writing. 
  • Give students a partially written and partially verbal example. This means that you have the outline on the whiteboard and you may write your entire introduction. Show them the poster of Pepper the dog. Then write the facts that you may talk about and then give the details verbally. This allows students to have an idea of how to tie in their background knowledge from opinion writing to write their entire paper. With this amount of information they should be good to go.
  • Have students pick their topic: a friend or something else. 
  • Have students create their own graphic organizer that they are comfortable with to start their ideas.
  • Have students begin writing their paper.

Day 2: 30 minutes 

  • Pull students back in small groups and show them how to search for pictures that have the appropriate copyright form that they need.
  • Ex: Go to google, select images, type in subject to be searched. Click on tools, usage rights and then creative commons licenses. Go through the steps with students and have them practice. 
  • Teach students how to cite the picture. They need to start by inserting the name, the @ sign and the year. They then need to insert the author followed by the license that the photo holds. 
    • Example: Traveling Lines © 2022 by Ashley Moody is licensed underCC BY 4.0 
  • Next, show them how to create their own brand to add to their pictures on their own photos that they take through adobe spark. Have students login to adobe spark and click on new project. They can then click on banner. Have them start with a colorful background and then insert text. If they would like to play around with it later they may to make it more intricate. Make sure they know to save their project by downloading it so that they are able to add it to any of thier pictures. Show them how to license photo with their own name and title. Example above. 
  • Encourage students to take their own pictures and cite them before searching the internet to gain the full experience of the mobile photography. If they are unable to take a photo representing what they need they can search the internet. 

Day 3: 60 minutes

  • Have students spend about 40 minutes writing their paper. They should be about done, however, they may need a little more time. 
  • Have students switch over to technology (chromebooks/ipads) to create their poster to go with their informational topic. 
  • Remind students that if they are finding a pictures that is already on the internet they need to find a photo that they are allowed to borrow and they can cite correctly. 
  • If they are taking their own pictures they need to make sure that they correlate to their informational topic.
  • Allow students to begin working on adobe spark or another website/format they are comfortable with to create their poster. 

Day 4: 30 minutes

  • Have students write their final draft in their best handwriting. (Because this is a first lesson on informational writing we will not be editing it. Only the teacher will be reviewing it to see if they got the concepts.)
  • Students may finish their posters when they are done with their writing.


Step 4 - Assessments

Step 4 Assessments

Assessment of student learning will be graded through their final draft of their informational writing and the pictures that they put on their poster. 


Formative and Summative assessment will be written papers and their ability to add photos that are cited correctly.The summative assessment will be after reviews and editing skills have been incoorporated. 


Because students are so young, they will be keeping their posters on their own adobe platform and they will not be posting them.