Title of activity: Introduction to Expository Writing

Concept covered in activity: What elements are required for an expository text? What are appropriate subjects
for an expository text? Why write an expository text?
Grade level or other prerequisites for activity: 9th grade English class.
Standards:
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and
clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims. (CCSS: W.9-10.1c)
Establish and maintain a formal style and objective tone while attending to the norms and conventions of
the discipline in which they are writing. (CCSS: W.9-10.1d)

Learning objectives: Students should be able to demonstrate their understanding of the conventions and uses of
expository writing to write a short expository essay in class.

Materials: Teacher will need: Whiteboard, markers. Students will need: paper, pen/pencil, tablet or other device
with internet connectivity.
Instructional planning
Procedure/activity
Student Activity

Teacher Activity

Engage

Students will participate in a brief paired

discussion on the nature of expository writing,
and then a whole-class discussion on the same
topic. Students will then participate in a
whole-class on inspirational expository texts
that they have experienced in the past.

Teacher will ask the class what they think

expository writing is. After a discussion,
the teacher will ask students if they have
ever read an expository text that has
inspired them to delve more deeply into a
particular subject.

Explore

Students will need to get into small groups

and find examples of expository texts online.
Students will then make a list of what
elements of the text make it a quality
expository piece of writing.

After the in-class discussion, the teacher

will instruct students to get into small
groups, and find examples of expository
texts online. Examples do not need to be
scholarly in nature, but students will need
to make a list of the elements/conventions
within the text that makes it a quality
expository piece.

Explain

Students will present their findings to the

teacher and the class, and then take notes on

After students have had time to research

expository texts online, the teacher will

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the teachers explanations of the conventions

of expository writing, comparing and
contrasting the teachers explanations with
their own findings.

lead a discussion with the whole class

about their findings. The teacher will then
elaborate on student explanations in order
to give them a more complete overview of
the essential conventions of expository
writing.

Elaborate

Students will return to small groups and use

their original notes and the information from
the teacher explanations to create a master list
of essential qualities expository writing.

After the explanations on the conventions

of expository writing, students will return
to their small groups and attempt to create
a master list of the qualities they will be
able to use when creating and analyzing
expository texts in the future.

Evaluate

As a final activity, students will each write a

1-page expository essay on the topic of their
choosing to be turned in at the end of class.

The teacher will instruct students to write

1-page expository essays, which will be
collected and evaluated at the end of class.

Assessment
Formative: throughout the class, the teacher will be checking for understanding by observing smallgroup and whole-class discussions.
Summative: Students will turn in a 1-page expository essay at the end of class. This essay will not be
graded on actual content or spelling/grammar, but will be used to check student comprehension of the
conventions of expository writing.
Anticipated misconceptions/ alternative conceptions: Students may confuse expository writing with other
research-based texts, such as persuasive writing.
Accommodations/modifications of activity: Students who are excelling during this lesson with be purposefully
grouped with struggling students for all small-group/paired activities, to help the struggling students understand
the content more thoroughly. Additionally, students who are in need of assistance will be able to turn in a 1/2
page essay at the end of class, and may receive guided help from the teacher during the writing of this essay.

Balgopal, 2014

5E Lesson Plan Rubric

Lesson Plan
Component

Below Expectations
(not included)

Standards (national
and state)
Learning objectives
Materials/Planning
Accommodations/
modifications

Meets Expectations
(Included but
incomplete)
1

Exceeds Expectations
(Thoroughly
addressed)
2

0
0
0

1
1
1

2
2
2

Assessment (tools
included)
Student centered with
both Teacher and
Student Actions
described (see template
for 5E LP format)

0-2

3-5

6-8

As a novice teacher, you will likely write and use lesson plans (LP) on a regular basis. You may even be
required to show your LPs to your supervisors. Eventually, you will have the lesson plans in your head or will
rely on abbreviated notes. As an ID Methods student, it is important to demonstrate (through LPs) that you
know what preparation is required as you design/ plan activities and assessment tools for your students. This
allows me to assess all of you in a consistent and fair manner.
Lesson plan formats vary greatly. I am most interested in how you plan to teach inquiry-based lessons. How
will you help students take ownership of the content and participate in their own learning? The 5E Model is one
format to help you teach inquiry lessons. Many students and new teachers find the 5E format easy to use.
Therefore, I would like you to use this framework for all lesson plans in this course. (See template on previous
page). Remember to think about student activity as being separate from teacher activity, and be explicit in
your LP so I know that you are aware of the differences.
I recognize that with each LP you will become more skilled and confident addressing each component. For
example, your first LP is due before we will have formally discussed Assessments in class. Thats okay. I want
you to consider each section, so I can provide constructive feedback.
You can REDO any lesson plan until the next lesson plan is due.
You can include your individual lesson plans in your final unit, if it makes sense to you and your unit plan
partner. You can write new lesson plans for your unit plan, if that makes more sense. Its up to you.

Balgopal, 2014