NAME: Haley McDaniel

TOPIC: Expository Writing

GRADE LEVEL: Kindergarten
TIME: 25-45 minutes for each mini-lesson
SOURCE: Student created
RATIONALE

In order for students to create good expository writing, students must know that its
purpose is to explain something, provide instruction, or present information. The writer
should understand that all of the information written must be true. Students should also
be aware of the unique features of nonfiction writing, including photographs to
illustrate their big ideas. Students will be allowed to share their expository
(informational) book with their classmates as they partner read their completed books
with each other.
DAY ONE

NCTE/IRA
STANDARD(S)

12. Students use spoken, written, and visual language to accomplish their own
purposes.

AL ELA CCRS

19. Actively engage in group reading activities with purpose and understanding.

25. Use a combination of drawing, dictating, and writing to compose informative or

explanatory texts in which they name what they are writing about and supply some
information about the topic.

30. With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
OBJECTIVES

Students will be able to define what an oviparous animal is.

Students will be able to classify an animal as oviparous or not oviparous.
Students will be able to write about the oviparous animal they choose from the
list of animals studied in class thus far.

MATERIALS

Story board with Velcro in appropriate places (Attachment A)

ENGAGE

EXPLORE

EXPLAIN

Pictures of oviparous animals, laminated with Velcro on the back (Attachment

B)
Pre-created book templates (same as attachment c except blank where
handwritten)
Completed book (model for students duck ) (Attachment C)
Pre-created anchor chart (expository writing) (Attachment D)
Pencils
Crayons
Pre-created anchor chart (five oviparous animal choices) (Attachment E)
Pen, notecards, and clipboard (anecdotal notes)
The students will be gathered on the carpet and sitting on their reading square.
Ask students what type of animals they have been studying.
Review with students that oviparous animals are animals that hatch from eggs.
Give each student one picture of an animal.
Have the students take turns in number order to add their picture to the story to
classify the animal theyre given as oviparous or not oviparous.
A ____ hatches from an egg. A ______ hatches from an egg.
A ______ hatches from an egg. But, a ______ doesnt hatch from an egg.
Tell the students that they are experts about some oviparous animals, so isnt it
a great idea to tell other people information about oviparous animals? Express
to the students that writing a book is a perfect way to tell people about
something!
Tell the students there are five oviparous animals they may choose from to
write their book about. (Penguins, Frogs, Caterpillars, Snakes, Chickens)
Ask the students why they are choosing from these five. There are more
oviparous animals, but they can only choose from these fivewhy? (These 5
are the ones that the students have studied in class thus far.)
Have the students think to themselves which animal they want to write their
book about.
Model an example book like the one they will be making. Show them how it
will be put together when they get it. Explain that their book will have some of
the words in it for them but they will have to add the information (stuff they
want others to know about their animal) depending on the animal they chose.
(Model an oviparous book that isnt about one of the five that the students can
choose from.)
Point out to students that my book isnt about one of the five oviparous
animals that they can write about! Its about an oviparous animal they havent
studied in class yet so its my way to tell them about it, exactly like how
theyre writing a book to tell other people about the oviparous animals they
know about.
Explain to the students that they wont have time to make the entire book
today so we will work on it for the next few days.
Have the students return to their desk.
Explain to the students that there are many parts to expository (informational)
writing so that it is easy for people to read and understand. The purpose of
expository (informational) writing is to tell people about something you know
stuff about so they can read it and learn that stuff too.

WRAP-UP

ASSESSMENT

If needed, direct students attention to pre-created anchor chart. Remind the

students to have good handwriting so that other people can read their book.
Tell the students that they will begin by completing the cover that includes the
title of the book and the name of the author and illustrator.
Ask the students why they need do this. (Because they need to let everybody
know who wrote the book and drew the pictures)
Have the students complete the first page of the book: Oviparous animals
Tell the students that it is important to have pictures and drawings in their book
to illustrate the big ideas about the oviparous animals they have studied in
class.
If needed, direct students to pre-created chart that lists the five oviparous
animals that they may choose from.
Have the students complete the second page of the book: students must fill in
the name of the oviparous animal they chose to write about and draw a picture
of the animal.
Ask the students why they need this page in their book? (The reader needs to
know what animal theyre writing about and the picture shows them what the
animal looks like.)
Have the students return to the carpet on their reading square.
Review with students oviparous animals and the five they have the option to
write about.
Review the parts of the book that was completed today and why theyre
important.
Discuss with the students that there are still more parts of the book that we
have to add information to so we will continue working on our book tomorrow.
Students will be informally assessed on their oviparous animal picture
placement.
Anecdotal notes will be taken while observing students complete tasks.
Students will be assessed on their writing by using the 6+1 Traits of Writing
Rubric.
DAY TWO

NCTE/IRA
STANDARD(S)

12. Students use spoken, written, and visual language to accomplish their own
purposes.

AL ELA CCRS

25. Use a combination of drawing, dictating, and writing to compose informative or

explanatory texts in which they name what they are writing about and supply some
information about the topic.

30. With guidance and support from adults, recall information from experiences or

gather information from provided sources to answer a question.

OBJECTIVES

MATERIALS

ENGAGE

EXPLORE

EXPLAIN

Students will be able to recall information from the previous day.

Students will be able to discuss, by writing, learned knowledge about their
chosen animal.
Students will be able to illustrate their oviparous animal.

Pre-created book templates (from previous lesson)

Completed book (model for students)
Pre-created anchor chart (expository writing)
Pencils
Crayons
Pre-created anchor chart (words to describe They have) (Attachment F)
Pre-created anchor chart (words to describe They like to eat) (Attachment
G)
Pre-created anchor chart (places where the animal may live) (Attachment H)
Pen, notecards, and clipboard (anecdotal notes)
The students will be gathered at the carpet on their reading square.
Have students think to themselves for a moment about what we talked about
yesterday. (Then, have students turn and talk with their partner if needed)
Have students share what they remember learning yesterday while asking
questions to guide the students into deeper thinking.
Direct students attention to the pre-created anchor chart and review expository
writing.
Discuss with students that the main purpose of expository writing is to tell the
reader about something. (Examples: You could write about how to bake a cake
and then it tells the person that reads it how to do it or you could write about
an animal like were doing that tells the person reading it all kind of
information about that animal.)
Have students give other examples of expository (informational) writing.
Have students return to their desk.
Explain to students that the parts of the book that we completed yesterday are
important but there are more important parts that we need to work on today.
Explain to the students why these pages are important. (Because that is the
information and theyre writing an informational book)
Discuss with students that they will be writing about what their animal has but
we know that all animals have eyes so what is something that makes their
animal different from the others? Refer back to the model book to demonstrate
that animal has eyes but it also has something that makes it different from the
other animals.
Have students complete the They have page about their animal.
If needed, direct students attention to the pre-created anchor chart of words
that may help them describe something their animal has.

WRAP-UP

ASSESSMENT

Encourage students to write more than the one word needed to complete the
sentence.
Have students complete the They like to eat page about their animal.
If needed, direct students attention to the pre-created anchor chart of words
that may help them recall what their animal likes to eat.
Have students complete the They live page about their animal.
If needed, direct students attention to the pre-created anchor chart that may
help them describe where their animal lives.
Have the students return to the carpet on their reading square.
Review with students what we talked about yesterday and today. (Give
students a hint to begin discussion if needed.)
Discuss with the students that we are almost finished writing our book but
there are still a few parts left that we will finish tomorrow.

Students will be assessed on their ability to write truthful information about

their chosen animal.
Anecdotal notes will be taken while observing students complete tasks.
Students will be assessed on their writing by using the 6+1 Traits of Writing
Rubric.

DAY THREE
NCTE/IRA
STANDARD(S)

12. Students use spoken, written, and visual language to accomplish their own
purposes.

AL ELA CCRS

25. Use a combination of drawing, dictating, and writing to compose informative or

explanatory texts in which they name what they are writing about and supply some
information about the topic.

30. With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
OBJECTIVES

MATERIALS

ENGAGE

EXPLORE

EXPLAIN

Students will be able to recall information from the previous days.

Students will be able to discuss, by writing, learned knowledge about their
chosen animal.
Students will be able to identify and select pictures of their chosen oviparous
animal.

Pre-created book templates (from previous lesson)

Completed book (model for students)
Pre-created anchor chart (expository writing)
Pencils
Crayons
Pre-created anchor chart (things their animal may have)
Pre-created anchor chart (things their animal may like to eat)
Pre-created anchor chart (places where their animal may live)
Informational books (show students, discuss purpose, author biography)
Pre-created anchor chart (things their animal may like to do) (Attachment I)
Pre-printed pictures of penguins (Attachment J)
Pre-printed pictures of frogs (Attachment J)
Pre-printed pictures of caterpillars (Attachment J)
Pre-printed pictures of snakes (Attachment J)
Pre-printed pictures of chickens (Attachment J)
Pre-printed pictures of students (author picture)
Pen, notecards, and clipboard (anecdotal notes)
Checklist for student completed book (Attachment K & L)
The students will be gathered at the carpet on their reading square.
Have students think to themselves for a moment about what we talked about
yesterday. (Then, have students turn and talk with their partner if needed)
Have students share what they remember learning yesterday while asking
questions to guide the students into deeper thinking.
If needed, direct students attention to the pre-created anchor chart to review
expository writing.
Review with students that the main purpose of expository writing is to tell the
reader about something. (Examples: You could write about how to bake a cake
and then it tells the person that reads it how to do it or you could write about
an animal like were doing that tells the person reading it all kind of
information about that animal. Show students other informational books.)

Have students return to their desk.

Explain to students that the parts of the book that we completed yesterday are
important but there are more important parts that we need to work on today.

WRAP-UP

ELABORATE

ASSESSMENT

Students will work together to create a report on oviparous animals. Each student must
choose an oviparous animal to complete a report on. Students may not choose to create
a report on penguins, frogs, caterpillars, snakes or chickens. For the report, each
student will complete a handout. Students may use books and websites provided to
access this information. The teacher will laminate the student reports and make it into
an oviparous animal book report for the students to learn from and enjoy in the
classroom library.

Anecdotal notes will be taken while observing students complete tasks.

A teacher created checklist will be used to assess the students once they turn in
their completed book.
Students will be assessed on their writing by using the 6+1 Traits of Writing
Rubric.

ACCOMMODATIONS

Discuss what pages the students have left in the book to complete and why
they are important.
Have students complete the They like to page about their animal.
If needed, direct students attention to the pre-created anchor chart of words
that may help them write about what their animal likes to do.
Discuss with students that they drew a picture of their animal in the egg at the
beginning of the book and now they will add real pictures of the animal to
their book.
Explain to students that there are three circles so they need to choose three
pictures of their animal that they want to include in their book.
Tell students they will glue one picture in each circle.
Have students complete the Photo Album page about their animal.
Model to the students the About The Author page in a book and explain to
students that it lets the person reading the book know a little bit about the
person who wrote the book. Model example oviparous animal book (used on
day one) to show the About The Author section.
Discuss with students that readers dont need to know everything about them
so to think of something important about them they want the readers to know.
If needed, direct students attention to pre-created anchor chart of ideas.
Finally, have students glue the given picture of them into the box.
Have students bring their completed expository (informational) book and
return to the carpet and sit on their reading square.
Review expository (informational) writing and its importance with students.
If time is permitted, have students partner read their books with other students
in the class. This will give the students pride and sense of accomplishment.
Have students turn in their completed book in the designated area when told to
do so.

Student A (low) and Student B (low) will be partnered with Student C (higher)
and Student D (higher) when participating in partner or table group work.
Extra visuals may be used to help English Language Learners such as more

detailed pictures of the animals.

Videos may be shown for students who are English Language Learners or for
students who have low exposure to such animal knowledge. This could allow
the students to relate the animal to information about it.
English Language Learners may use a graphic organizer to structure their
ideas.