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Title
Expository Writing
What is expository writing, and what are the characteristics of a good expository writing?
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: 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
v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
Lesson Plan Format Form Please download a copy of this
form and fill it out electronically on
your computer
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
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.
v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
Lesson Plan Format Form Please download a copy of this
form and fill it out electronically on
your computer
Expository writing, expository text structure, Description, sequence, comparison, cause and effect, problem and solution, Data
charts, pocket charts, venn diagrams
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
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
v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
Lesson Plan Format Form Please download a copy of this
form and fill it out electronically on
your computer
Pens/Colored Pencils/Crayons
Glue
Computer
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.
v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa