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Lesson Plan Format Form Please download a copy of this

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First Name Last Name Email Date

Jovon Lauriano jovonl@hawaii.edu November 7, 2016

Semester Year Grade Level/Subject Lesson Duration

Fall 2016 Fifth Grade / Writing 90minutes

Title

Expository Writing
What is expository writing, and what are the characteristics of a good expository writing?

Central Focus (Enduring Understandings)


A description of the important understandings(s) and concept(s)

Through teaching and discussing the various purposes of writing, and focusing our attention on the purpose and the characteristics
of well organized informative text, students will show they can be experts on a topic of their choice by applying what they learn to
create their own piece of informative text, which they can then, for the purpose of gaining further insight, share with one another.

Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III) that align with the central
focus and address essential understandings, concepts, and skills

Topic: Range of Writing


Benchmark LA.EWI.1.1: Use the writing process to write in a variety of grade-appropriate expository formats, such as: descriptive,
analytical, and persuasive papers that demonstrate a comprehensive understanding of the topic an extended research essay (i.e.,
4 to 8 pages) that marshals evidence in support of a clear thesis statement and related claims reflections that draw comparisons
between specific incidents and broader themes
Topic : Meaning
Benchmark LA.EWI.2.1: Support judgments and inferences with relevant, substantial evidence, and logical connections

Topic: Pre-Writing
Benchmark LA.EWI.1.2: Use a variety of prewriting strategies (e.g., determining purpose, taking notes, developing a focus and
sequence of ideas, creating outlines) to generate ideas, topics, and points of view for the intended audience and purpose
Topic: Editing
Benchmark LA.EWI.1.8: Solve grammatical problems (e.g., whether to use an adverb or adjective form, how to ensure
straightforward subject-verb and pronoun-antecedent agreement, which preposition to use in simple contexts, the appropriate
homonym) to make writing clearer and communicate more effectively to the intended audience
Topic: Revision
Benchmark LA.EWI.1.5: Explain the strengths and weaknesses of ideas and describe how the expression of those ideas appeals to
a particular audience and purpose

Student Learning Objectives

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Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning segment

Students will learn what expository writing is. Making sure to clarify any confusion and answer any questions.
Students will use prior knowledge to think about and work collaboratively to order themselves according to the
proper writing structure.
Students will learn what expository text structures are and the 5 commonly used patterns.
Students will use the text structure taught to organize their writing
Students will participate by thinking about and describing the different features of each structure.
Students will learn about the different types of expository writing. For example, the all about... book.
Students will work independently to create a book based off of Who they are Thankful For
Students will share their report with the class

Assessments
The procedures to gather evidence of students learning of learning objective(s) to include formative (informal) assessments applied
throughout the lesson and a summative assessment (formal) of what students learned by the end of the lesson (include any
assessment tools)

Informative assessments
During instruction we will observe how students:
Work collaboratively
Actively participates in discussions and activities
Stay focused
Listen to the individual speaking
Formative assessments
Students will talk about why organizing your writing is important
Students will be asked to stand in line identifying the order of how an expository writing paper should be written using
their assigned section
Students will organize their ideas using assigned text organizer
Formal Summative Assessments
Students will create a book on What/Who they are thankful for (accommodations are made for students receiving
Special Education Services and ELL students, 1 sentence) that will be given as a gift for Thanksgiving
Students will pick their own topic and create an expository writing piece

Students Prior Academic Knowledge and Assets


The students content knowledge, skills, prior academic experiences, and personal/cultural/community assets to draw upon to
support learning

The students will have already covered the basic knowledge of writing styles and the order of writing. The students will have
had written different styles of writing pieces such as poems, short essays, books, reflections and descriptive writing.

Academic Language and Language Supports


Oral and written language that the students need to learn and use to participate and engage in the content. The planned
instructional supports to help students understand, develop, and use academic language.

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Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
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Expository writing, expository text structure, Description, sequence, comparison, cause and effect, problem and solution, Data
charts, pocket charts, venn diagrams

Instructional Strategies and Learning Tasks


A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps that convey
the use of multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of participation

Intro/Testing Prior Knowledge:


The teacher will:
Introduce Standard and I can Statement
Introduce Expository Writing
Explain how this can be helpful for future projects (i.e. science fair)
Give each student a card
Give instructions on what to do with the card
Have students talk about why organizing your writing is important
The students will:
Stand up
Organize themselves into correct order of writing using their cards
Talk about why this order of writing is important
Understanding Text Structures:
Teacher will:
Introduce/Explain Text Structure - Description
Explain that they will be thinking about the topic Who are you thankful for?
Give an example
Hand out Description Text Structure Worksheet
Have students come up with an answer to the topic question
Instruct students to organize the topic using the Description Text Structure
Give 15 - 20 minutes for students to organize ideas
Walk around room to give feedback
Students will:
Answer the topic question Who are you thankful for?
Come up with an answer to the topic question
Use the text structure - Description, to organize their answer
Creating their own Expository Writing
Teacher will:
Explain 2 different styles of book making
Instruct the students to use the writing process
Revise students writing
Instruct students to type up their writing
Instruct the students to use their tools to create a book based off of their topic
Explain that the book will be given to the person they write about, for Thanksgiving (depending on time we could do
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Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
Lesson Plan Format Form Please download a copy of this
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another craft as well to go along with the book)


Possibly have students share their books
Students will:
Get writing edited by adults/peers
Type up their writing
Create an book based off of their topic
Share their book (if there is time)
Conclusion:
Teacher will:
Ask if they have any questions
extend the lesson by possibly having students create something else to go with their book, or teaching the students
the other text structures so they are able to use them for their science fair project
Students will:
Ask questions

Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the needs of students who
require further support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)

Preferential seating will be provided to students with evaluations recommending this to help students learn and focus
The length of the all-about book will be shortened for anyone who is not able to write a lengthy paper
Students will be provided with organizer to help organize their writing
Teachers will provide examples to ensure complete understanding
Interactive activities will be used to help keep the focus of the students
Students will work in partners to ease complexity of work assigned
Teacher will chunk work
Teacher will guide each step to their final piece of work

Instructional Resources and Materials


Books, texts, and other materials needed for the lesson

Teacher Materials:
White board
White board pens
21 cards
Student Materials:
Description - Text Structure Worksheet
Book Making Materials: (Still thinking on which book making strategies I will be using)
Sizzors
Construction Paper
Ribbons
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Pens/Colored Pencils/Crayons
Glue
Computer

Lesson Plan Reflection (if lesson is carried out)


An analysis of what worked, what could be changed, and the next steps for teaching
What changes would you make to your instructionfor the whole class and/or for students who needed greater
support or challengeto better support student learning?
oWhy do you think these changes would improve student learning? Support your explanation
with evidence of student learning AND principles from theory, recommended practices, and/or research.
Based on your reflection and your analysis of student learning, describe the next steps for instruction to support
students learning.

I feel as though my lesson went really well. I got the students up and moving and was able to have them use text structures to
organize their thoughts on who they are thankful for.
Some things I would possibly change would be to talk more as a group of ideas they would have for a title to their book. They
could also share different hook ideas for their writing.
One suggestion that was made to me by my field supervisor would be to have the student share with a partner or as a table
group their writing. I disagree because it is a personal writing for the students that I do not feel needs to be shared with their peers.
Grammatical errors will be revised by the teachers (myself).
When I return to class the students will have their drafts written and revised. I will then work with the students on creating
their Thankful Book for the person they are thankful for.

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Elementary Education Program (EEP) College of Education University of Hawaii at Manoa