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Writing Lesson Plan

Teacher: Jessica Cisneros

Subject Area: Writing
Grade Level: 4th
Lesson Title: Using Expository to Explain Double Digit Multiplication.
4.15 A-D Students will use the writing process to create a text.
4.18A(i,ii,iii) Students will write expository and procedural or work-related texts to communicate
ideas and information for a specific purpose.
Materials/Resources Needed: The Best of Times by Greg Tang , Paper, pencil, Chromebook (with
calculator application) and Google Classroom.
Anticipatory Set: Teacher presents a riddle from The Best of Times by Greg Tang in which he
describes a way to combine numbers to demonstrate multiplication. After some time, students can
solve the riddle and the teacher can read the book or parts to show that writing is instructive. (Books
such as You Can, Toucan, Math by David A Adler also do this for more simple math concepts.)
Objective/Purpose: The object of this lesson is to integrate Math concepts into writing by having
students demonstrate the process for solving a Math problem in written steps to develop their
understanding of both concepts.
Input: Students must use their multiplication facts and understand the basic writing process. If they
are struggling with either, the goal is to help them work through it by processing. As this is a writing
lesson, we can work through the math before beginning. The goal is to get the steps written in order
as a way to explain how to complete the task using expository writing.
Model: After reading and working the math problem on the board, for example 242 + 365 we will list
the steps we used to get the answer. After getting all of the steps written, the teacher explains that we
just completed a task using steps and asks what kind of paper we use to show these steps- expository.
With that in mind, students can connect their knowledge of the writing process to the equation. Using
the steps, the teacher can either create or show a pre-written sample of how it looks in expository
Check for Understanding: Students help the teacher with the steps as she models the lesson. As the
students begin planning their problem, working it out and writing the steps as they do them, the
teacher will ask that they exchange with a partner to verify they have completed the problem

correctly. Then they can use calculator to be sure. As the students begin their steps, the teacher can
walk around and monitor for understanding. If a student has too many or two few steps, the teacher
can intervene.
Guided Practice: (15-20 minutes) Using the steps created in the initial modeling, the teacher can
either create (time permitting) or show a pre-written/partially pre-written sample of how a Math
problem looks when explained in expository form. The teacher walks through each item and commits
it to writing for the students to see or discusses what is written. The teacher must demonstrate that an
effective introduction and conclusion is still needed to begin and end the paper. Students can help
contribute ideas to the teacher draft, or ask questions about an already written one. This is best done
in word processing because the teacher can quickly make changes to her draft or construct one.
Closure: As the students complete their drafts, they can turn them over to the teacher to check and
conference before moving on to revision, editing and publishing in the writing workshop. Upon
completion of the published copy, students will present their papers to class/group/partner to see if
they can follow the steps to work out the problem.
Independent Practice After modeling and guided practice, the students will write a two-digit
multiplication problem and solve. They can double check with a partner and then verify using
calculator (on computer). After they have verified their problem, they can write each step to complete
the problem. After all the steps have been created, the will use their word processor (through Google
classroom for easy review) to begin drafting their expository essay. This lesson will follow the entire
writing process through and the students will publish their papers.
ELL: Discuss important or confusing terms before lesson, provide written examples. For draft,
students may use English/Spanish Dictionaries as well as sentence stems, and personal anchor charts
of the process. Allow extra time and group work.
SPED: Discuss important or confusing terms before lesson, provide writing samples. For the writing
portion, students may use speak function to write their papers. For the Math, ensure that the
problem is something that can be completed, using a two-step addition problem or subtraction
problem works just as well. Allow extra time and group work.
GT: Students create a Powerpoint with their paper to demonstrate the process in a step by step format
that follows their expository essay.
Adler, D. & Miller, E. (2006). You can, toucan, math: word problem-solving fun. New York: Holiday

Tang, G. & Briggs, H. (2002). The best of times : math strategies that multiply. New York: Scholastic