Name: Allison Akenson
WGU Task Objective Number: ELT: Task 12
Lesson Title & Subject(s): Expository Writing Lesson / Language Arts
Topic or Unit of Study: Expository Writing Lesson: Informing the reader of a topic that would include facts, such as book reports or research reports.
Third grade classroom will be seated at their individual desks for presentation of expository writing, guided practice, and independent practice.
STANDARDS, GOALS AND OBJECTIVES|
Your State Core Curriculum/Student Achievement Standard(s):
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section.
Students will be able to write an expository paper in which it informs the reader of a topic that includes facts.
After the initial presentation to expository writing and the guided practice with expository writing, students will be able to write down thoughts, ideas and information pertaining to a specific topic. Student will then be able to organize thoughts and ideas and turn them into sentences that will form informative paragraphs, resulting in an expository essay. The criteria of the expository piece of writing will be measured by how well the student shares information. Students will need to ensure that their writing tells what happened, reports on a subject, describes how to do something or describes something. Only the student’s final draft expository essays will be given a letter grade or score.
MATERIALS AND RESOURCES|
Example of expository essay to read to class
Examples of expository essays (big font)
California State Board of Education. (n.d.) Content Standards: Common Core State Standards for English Language Arts, Adopted August 2010. Pages: 1-17. Retrieved from
Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):
1.Identification of Student Prerequisite Knowledge and/or Skills: Skills Needed:
Students must know how to write full sentences while implementing correct punctuation and grammar.
Students must be familiar with the 5 W’s:
Students must know how to write sentences so they flow together, creating a paragraph.
Students must be able to actively listen to a lecture on what an expository essay entails and how to write one expository essays.
Students must be able to actively participate in an expository puzzle activity during the guided practice portion of this lesson.
Students must be able to listen to the teacher read an example of an expository essay.
Review Sentence Structure
Review Paragraph Structure
2.New Knowledge and/or Skills To Be Taught:
Concept: Mastering the skill of writing an expository essay on a topic of their choice. Which includes the 5W’s: Who, What, When, Where & Why
New in-class activity: Expository Puzzle
3.Modeling: I Do
Teacher will demonstrate what a good expository essay sounds like by reading an example of one to the class.
Teacher will present and discuss the expository puzzle activity.
Teacher will explain how to write an expository piece:
Expository writing is writing that informs the reader. Discuss the difference of an expository writing piece with that of an anecdotal or a story and make sure that the students...