Lesson Overview

Students will write about the impact of a world-changing invention.

Get Started

  • Head to Pressto to make a copy of the Pressto assignment, adapt it as needed, and assign it to your students.
  • Print a copy of the Cause and Effect graphic organizer for each student.

Tips for using this assignment with your students:

Before students start writing, they need to know a lot about their topic! Here is a list of a few books that can help your students gather information or be used as mentor texts for writing about inventions. These are some of our favorites, but if your library does not have these, you might ask your librarian to suggest others.

  • Mistakes That Worked, by Charlotte F. Jones.
  • Black Inventors: 15 Inventions that Changed the World, by K. Trusty
  • Have You Thanked An Inventor Today, by Patrice McLaurin
  • 125 Cool Inventions: Supersmart Machines and Wacky Gadgets You Never Knew You Wanted! National Geographic Kids
  • The Crayon Man: The True Story of the Invention of Crayola Crayons, by N. Biebow
  • Pop! The Invention of Bubble Gum, by M. McCarthy

Focus on the writing process:

  • Planning: It can be helpful to your students if you help break the prompt down into separate parts. Using the graphic organizer, you might add a label to each block based on the prompt by turning “effects” into “positive effects” and “negative effects” and even “effects if this invention hadn’t been made.”
  • Drafting: As students write, remind them to include interesting facts as they describe the impact of their invention! Depending on grade, the requirements to cite their sources will vary. Regardless, if students are researching and gathering facts, they need to cite where they get their information from. Sentence starters can help all writers, so feel free to share these: “According to the text….” or “In the text, [name of text,] the author states…”
  • Revising: Help students to revise by organizing their ideas. Sometimes writers clump a bunch of different ideas into one paragraph. Have students ask themselves “Do these ideas go together, or should I start a new block here?”
  • Editing: Are students using commas to separate important ideas in complex sentences? Remind them to go back through their writing to check for capitalization and punctuation!
  • Publishing: Connect with your school librarian to display students’ work in the library! Ask if the librarian can set out books about inventions to go with your students’ zines.

Writing Instruction Routines

For more tips to guide students before, during, and after writing, take a look at the Writing Instruction Routines page.

Common Core Anchor Standards

CCSS.ELA-LITERACY.CCRA.W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-LITERACY.CCRA.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.CCRA.W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.CCRA.W.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
CCSS.ELA-LITERACY.CCRA.W.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.CCRA.W.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.