2 Weeklessonplan

TWO WEEK LESSON PLAN
Annabelle Rose Vought

Mr. Jose Fiallos
Florida State University
Table of Contents ... 2

Unit Goal .... 3
Lesson 1: Exploring the Expository ... 5
Lesson 2: Inference and Short Answer Response .....10
Lesson 3: Idea Development 15
Lesson 4: Objective Summary and Structural Analysis .. 20
Lesson 5: Thesis Statements 26
Lesson 6: Logic and Transitions .. 31
Lesson 7: Conclusions ..... 35
Lesson 8: Workshop 1 . 39
Lesson 9: Workshop 2 . 43
Lesson 10: Peer Review .. 47
Attachments/Appendices . 51
Works Cited ..... 59
Unit Title: Exposing the Expository: An Expository Writing Unit

Grade Level: 10th grade
Subject/Topic Areas: English II Honors- Expository Writing
Designed by: Annabelle Vought
Time Frame: 2 weeks
School District: Leon County

School: Leon High School
Brief Summary of Unit:
Students will use scaffolding to research and organize information for writing a research paper.
A research paper scaffold provides students with clear support for writing expository papers that
include a question (problem), literature review, analysis, methodology for original research,
results, conclusion, and references. Students examine informational text, use an inquiry-based
approach, and practice genre-specific strategies for expository writing. The overarching goal of
this unit is to have students write an expository essay that effectively utilizes the scaffolding
process and will allows them to refine their research skills while learning more about themselves
and their classmates. This essay will also prepare students for the upcoming FSA (Florida
Standard Assessment).
Short Teaching Philosophy:
My teaching philosophy derives from a combination of Realism and Existentialism. I believe
students should use personal and subjective choice to refine ideas in their writing. On the other
hand, my teaching truth lies in the students mastery of the information through recitation and
demonstration. I feel there should be a balance between student determining the rules and
teachers ability to sustain control over the classroom environment. All lesson plans will be
based on a 50 minute time interval.
Classroom Environment:
I am teaching a 10th grade English II Honors class, at Leon High School (middle class area), in
the Leon County school district located in Tallahassee, Florida. The school demographics are
55% white, 33% African American, 10% Hispanic, and 2% Asian/Pacific Islander. I have 19
students in your first period class, which also has 6 IEPs. My classroom is an averaged sized
square classroom, with all of the technological necessities and proper seating.
Seating Chart:
Group seating is ideal. I will not give students the option to pick their seat. I will group the desks
into 5 groups of 4 desks (one group would have 3 students). I will place IEP students towards the
front of the classroom with other students who seem beneficial to their learning experience. For
example, I would place the two ELLs at the same desk as students who demonstrate patience
and understanding for other cultures. I will place the ADHD student with students who are less
talkative and more introverted. I will place my remedial English student with students who are
more advanced learners. After every unit goal, I will change the dynamic of the group seating in
efforts to keep the classroom environment interesting.
Lesson Plan: Day 1
Name: Annabelle Vought

Date: November 25th, 2014
Instructor: Jose Fiallos
Title of Lesson: Exposing the Expository: A Closer Look at Expository Writing
Purpose/rationale: The purpose of this lesson is to enhance students prior knowledge of

expository writing. I will initiate an idea workshop, an activity where students will review the
concept of expository writing (activate prior knowledge) and be introduced to the essential
questions of the unit. Prior to this lesson, students know how to properly use MLA format and
consistently demonstrate proficiency in grammar/spelling. Students are not advanced in properly
citing sources and using APA format.
Common Core Standards:
LAFS.910.W.2.4: Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
LAFS.910.W.4.10: Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences.
Objectives:
Students Will Be Able To:
Define expository writing
Distinguish expository writing from other writing styles
Identify and then narrow in on what their beliefs, values, and priorities are and which
they would most like to focus on in their writing during this unit
Materials:
Students will need their Gazette, a notebook for students to keep track of any writing
ideas or prompts of interest. Students will only need this journal on workshop days.
Teacher will provide these notebooks (19 of them) and keep them in the back of the
classroom.
Teacher will provide a handout (19) to gauge students comprehension of expository

writing.
Anticipatory set:
Teacher will write Exposing the Expository on the dry erase board with the follow up question
of List some things you know about expository writing in your journal. On a scale of 1-10, how
comfortable are you with writing an expository essay?
Teaching Strategy/Procedure/Activity:
Time
Student is
doing
10 minutes
Teacher is
doing
Anticipatory Set: Students
Teacher asks the questions
will list prior knowledge of
listed in the Anticipatory Set
expository writing. Students
and gives students time to
will then discuss with teacher
think about their familiarity
their comfort level with
with expository writing.
writing research
While students are wrapping
papers(format, citations,etc.).
up, teacher will display the
Students are encouraged to
basics of expository writing
discuss with their classmates.
through a powerpoint.
15 minutes
PowerPoint: How to to
Teacher will display
explain instructions for
PowerPoint and read key
beginning expository writing
points like audience and
assignments. Students will list how an expository paper

characteristics of expository
should be set up in terms of
writing in their journals and
order. Teacher will note that
ask any questions about the
expository writing is very
unit.
organized and a logical order

is needed to present
information.
20 minutes
Idea Workshop Activity:
Teacher will introduce and
Use handprint activity
generally discuss all essential
(Bernabei) or other to help
questions this day. Teacher
students identify and then
will engage with students and
narrow in on what their
see what potential ideas come
beliefs, values, and priorities
to mind. All questions
are and which they would
students ask will be posted to
most like to focus on in their
easy reference.
writing during this unit
5 minutes
Students will discuss some of
Teacher will asks students
their beliefs, values and
about their beliefs, values and
priorities that will be helpful
priorities. Teacher will inform
in choosing a prompt for their
students of the following
essay. Teacher will encourage days activities (inference and

students to hold on to activity
short response).
for the following days

activity.
Summary/Closure:
Students will discuss their handprint activity with other students and ask teacher any remaining
questions they have regarding expository writing. Teacher will prepare students for the following
days class and ask them to return their Gazette to the back of the classroom.
Assessment:
Formal assessment: 5 points for participation in Idea Workshop
Informal assessment: Handprint activity
Homework/follow-up assignment:
None.
Accommodations/adaptations:
As I previously listed in my unit goal introduction, I will have assigned group seating. I will
place IEP students towards the front of the classroom with other students who seem beneficial to
their learning experience. I will give more attention to my ELL students, given the ideas
discussed are more abstract and less concrete (may be more difficult for them). If a research
paper seems out of reach for any IEP students (or any student) I will provide another expository
writing assignment.
Attachments/Appendices:
PowerPoint (See Appendix)
Handprint handout (See Appendix A)
Plan B: If the lesson plan is too hard, I will spend more time introducing the topic. If students
are still struggling with subject, I will offer an alternative form of expository writing
(argumentative paper rather than research paper). If the lesson seems too easy, I will pick up the
pace, focusing less on what expository writing means and jumping right into the assignment.
Lesson Plan: Day 2

Title of Lesson: Inference and Short Response: What is the Author trying to Say?
Purpose/rationale: The purpose of this lesson is to help students draw inferences about the
values, beliefs and priorities about the author based on the text. This is the first step in
recognizing a piece of expository writing and identify the audience of the given text. Students
will read and analyze an expository text from a professional author. Prior to this lesson, students
have spent some time analyzing narratives texts.
LAFS.910.W.2.5: Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.

10
LAFS.910.W.2.6: Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technologys capacity to link to other
information and to display information flexibly and dynamically.
Objectives:
Draw conclusions about the author from the text
Infer about the authors personal values
Provide textual evidence to support these inferences
Apply these inferences to the given handout
Materials:
Students will need pen and paper take notes
Each group will need a tablet (5 tablets). Group can pick from three pdfs teacher has
uploaded to website(maybe have more than one option at different reading levels or about
different topics for differentiation).
Teacher will provide inference worksheet (19) to draw conclusion about text.
Anticipatory set:
Teacher will display a painting of Salvador Dalis Swans Reflecting Elephants and ask
students to make inferences about the painting. Teacher will ask questions like What message is
Dali trying to convey?
Time
Student is
doing
Teacher is
doing

11
5 minutes
Teacher will introduce the
will focus on the painting
painting and ask
displayed. Students will think
brainstorming questions like
independently and write down What message is Dali trying

inferences about the painting.
to convey? in hopes to spark
Students will share thoughts
student interest and refresh
with teacher.
their inferencing skills.

Teacher will ask students to
share.
Mini-Lesson on Inference:
10 minutes
Students will listen to
Teacher will lecture about

what inferencing means and
teacher lecture about
list notes on the dry erase
inferencing and how to use it
board. Students will be
with different styles of
encouraged to take notes.
writing, primarily
argumentative informational
texts. Students will take notes.
10 minutes
Mini-Lesson on
Teacher will provide model of
Incorporating Textual
how to find evidence in text

12
Evidence: Students will listen (clarify, interpret, connect)

to teacher lecture about
and provide students with
incorporating textual evidence tools on how to draw

and provide models on how to conclusions based on textual
identify evidence in a text.
evidence. Teacher will
Students will use these
encourage students to use
strategies for their upcoming
outside resources when
research paper.
drawing inferences for their

research paper.
25 minutes
Tablet: Groups can pick from Teacher will help students

three pdfs teacher has
draw inferences about the text
uploaded to website (maybe
and scan the room to make
have more than one option at
sure students are on task with
different reading levels or
tablets. Teacher will
about different topics for
encourage to use this same
differentiation) as textual
process when writing their
resource.
upcoming paper.
Inference Handout: After

reading the text, students will
work together to fill out the
provided inference handout
(Word Doc.) and give a brief

13
response to what message the

author is trying to convey.
Summary/Closure:
Students will finish their inference handout and turn in to the teacher. Teacher will discuss the
next days activity, idea development, which will focus more on evidence and less on inference.
Assessment:
Formal assessment: 10 points rewarded for completing inference handout
Informal assessment: Students ability to draw inferences from assigned text
None.
their learning experience. For example, I will make sure that the IEP with visual disabilities is
comfortable with the tablet activity (font tends to be difficult to see). If he/she is not, I can read
parts of the text aloud so he/she has a chance to fully participate in activity.
Inference handout (See Appendix)
PowerPoint with Dali painting (Appendix B)
Plan B:

14
If the lesson plan is too hard, I will spend more time introducing the topic. If students are still
struggling with subject, I will extend this lesson plan to the following day. If the lesson seems
too easy, I will pick up the pace, focusing less on what inference and evidence means and
providing more texts for students to work with.
Lesson Plan: Day 3

Title of Lesson: Idea Development: Wheres the Evidence?
Purpose/rationale:
Students will examine how professional authors develop a single idea throughout a text. This
lesson will demonstrate students ability to draw conclusions from a given text and synthesize
the prior lesson on inferencing with the current lesson on evidence. Prior to this lesson, students
are familiar with analyzing text and searching for evidence to support authors claim.
LAFS.910.W.3.9: Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Apply grades 910 Reading standards to literary nonfiction (e.g., Delineate and evaluate
the argument and specific claims in a text, assessing whether the reasoning is valid and
the evidence is relevant and sufficient; identify false statements and fallacious
reasoning).
and audiences.

15
LAFS.910.SL.2.4: Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task.
Objectives:
Discuss the question How do professional writers explain who they are to their
readers?
Identify the types of evidence used by author
Formulate a conclusion about the author based on the discussed elements
Materials:
Teacher will provide students with evidence identification worksheet (19).
Anticipatory set:
Teacher will open class with an excerpt from Chocolate Equals Love by Diane Ackerman. The
quote will read:
We can thank the Indians of Central and South America for chocolates bewitching
lusciousness. As the Spanish explorer Hernn Corts found, the Aztecs worshiped
chocolate (which they named cacahuatl) as a gift from their wise god Quetzalcoatl. Aztec
soldiers and male members of court drank as many as 2000 pitchers of chocolate every
day. They spiked their drink with vanilla beans and spices, then drank it bubbly thick
from golden cups. Adding chili peppers gave it bite. The Aztec leader Montezuma
required a chocolate ice, made by pouring syrup over snow that runners brought to him
from the nearest mountain.
Students will read quietly to themselves.

16
Time
Student is
doing
5 minutes
Teacher is
doing
Anticipatory Set: Student is
Teacher is encouraging the
reading excerpt quietly to
students to use their existing
themselves. Student is
knowledge to examine text.
exploring the text, using prior
Teacher suggest students hold
knowledge to find textual
on to these ideas for the
elements to support authors
upcoming activity.
claim. Student is writing

down any elements that draw
their attention.
Mini-Lesson on Evidence:
10 minutes
Students will listen to
Teacher will guide students

through the process of finding
to lecture about evidence and
evidence and what kinds of
different forms of evidence
evidence to look for.
(data, example, anecdote, text

reference, etc.) Students can
choose to take notes.

17
10 minutes
Discussion: After teacher
Teacher will guide student in
finishes with mini lesson,
their evidence searching
teacher will help students
process. Teacher will
search for evidence from the
reference lines like Aztec
anticipatory set in preparation
soldiers and male members of
for the upcoming activity
court drank as many as 2000
(evidence identification
pitchers of chocolate every
handout).
day and explain how this

anecdote is helpful in making
the authors claim about
chocolate.
20 minutes
Dissecting the Essay:
Teacher will periodically
Students will work on
check in with students to
evidence identification
ensure the identification
worksheet (referencing
process. Teacher will
Chocolate Equals Love)
encourage students to provide
Students will be given
as much textual evidence as
individual worksheet but are
possible before making their
encouraged to talk amongst
claim. Teacher will answer
their peers. The worksheet
questions.

18
will list the evidence, type of

evidence and what this tells
the reader.
5 minutes
Closing Question: Students
Teacher will pose the
will discuss the question
question and discuss amongst
Whats the importance students. Teacher will briefly

the elements you removed to
review the worksheets and
an authors writing? with
ask students to share their
teacher.
ideas about the essay.
Summary/Closure:
Students will turn in their evidence identification worksheet for credit. Teacher will ask students
to think about objective summary and structural analysis, and recall any prior knowledge of this
topic before the next class.
Assessment:
Formal assessment: 10 points for completing evidence identification worksheet
Informal assessment: Discussing the different forms of evidence and closing question
None.

19
their learning experience. For example, I will make sure my student with Asperger's has no
outstanding questions before leaving the classroom, given he/she felt socially uncomfortable
speaking during the classroom discussion.
PowerPoint of the excerpt from Chocolate Equals Love (See Appendix)
PowerPoint for Mini-Lesson on Evidence (See Appendix)
Evidence identification worksheet (See Appendix C)
Plan B:
too easy, I will pick up the pace, focusing less on the kinds of evidence (given the students have
shown confidence in this area) and focus directly on what the authors claim is.
Lesson Plan: Day 4

Title of Lesson: Objective Summary and Structural Analysis
Purpose/rationale:
Students will be able to identify the major thesis or claim of a text, explain how it is organized,
and produce an objective summary. This step is crucial for students development of their thesis
for their upcoming expository essay. Prior to this lesson, students are familiar with searching for
an authors claim (spent time on this in an earlier unit). Teacher will emphasize the structural
elements used throughout the suggested text in hopes of preparing students for their next year of
AP Lang.

20

LAFS.910.SL.2.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning, and
evidence and to add interest.
LAFS.910.SL.2.4:Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task.
LAFS.910.W.3.9: Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Apply grades 910 Reading standards to literary nonfiction (e.g., Delineate and evaluate
the argument and specific claims in a text, assessing whether the reasoning is valid and
the evidence is relevant and sufficient; identify false statements and fallacious
reasoning).
Objectives:
Define a thesis statement
Identify a thesis statement in the suggested text
Create an outline of the text
Contrast objective vs. subjective
Materials:
Outline worksheet for thesis statement (19)
Anticipatory set:

21
Teacher will present small youtube clip on thesis statements. The purpose of this video is to
briefly review how a thesis statement works in an expository essay and spark students interest
about the subject matter. Students will watch quietly.
(http://youtu.be/6n0f_bR5aoc)
Time
Student is
doing
5 minutes
Teacher is
doing
Anticipatory Set: Student is
Teacher is encouraging the
watching video. Student are
students to activate prior
writing down any elements
knowledge and experience
that draw their attention.
with thesis statements.

Teacher suggest students hold
on to these ideas for the
upcoming activity.
10 minutes
Reading: Students will read
Teacher will give students
suggested text, Runner by
time to work individually on
Laura McLaurin and
reading the suggested texts.
essentially break down the
Teacher will encourage
essay. Students will write
students underline, highlight,

22
notes in the margins about
circle anything that grabs
organization and structural
their attention.
elements used in the essay.

Students will demonstrate
skills from lessons on
inference and evidence.
15 minutes
Outline Activity:
Teacher will give students the
5 minutes sharing
Students will use outline to
outline handout. Teacher will
make inferences about how
encourage students to work
the author organizes and
with their groups. Teacher
orders his/her ideas. This
will check in periodically to
activity will be modeled after
make sure students are on
the text read in the previous
task. Teacher will prepare
activity. Students will pay
Mini-Lesson while students
close attention to structural
are working. Teacher will ask
elements that contribute to the students to share.

claim. Students will share
some of their observations.
10 minutes
Mini-Lesson:
Teacher will present lesson to
Students will take notes as
students. Teacher will
teacher presents lesson on
thoroughly explain the

23
5 minutes
objective vs. subjective
difference between subjective
interpretation (it says/ I
and objective writing.
say examples).Students will
Students will call on students
review examples of good and
to address instances of either
bad thesis statements.
in the given examples.
Group Activity: Students
Teacher will initiate group
will discuss with group and
activity. Teacher will call on
make a list of subjective
each group to present their
language vs. objective
information.
language. Each group will

select a member of their
group to write down an
element of each on the dry
erase board (ex. I observed
vs. She needs)
Summary/Closure:
Students will turn in their outline worksheet at the end of class. Teacher will set up provide sign
up sheet for students to set a meeting date to talk about upcoming paper and what their thesis
statement will be.
Assessment:
Formal assessment: 10 points for completion of outline worksheet

24
Informal assessment: Group Activity

None.
their learning experience. For example, I will make sure my student with ADHD is engaged
while silently reading the suggested text. I will pay attention to his/her body language to ensure
they are interested in the class activities.
Mini-Lesson PowerPoint
Outline handout (19) (See Appendix D)
Suggested text handout (19)
Plan B:
too easy, I will pick up the pace, and jump directly into thesis statements, focusing less on
objective and subjective and devoting the lesson to structural elements and organization.
Lesson Plan: Day 5

Title of Lesson: Thesis Statements
Purpose/rationale: Students will review what they have previously learned about writing thesis
statements; identify examples and nonexamples, and write thesis statements for their own essays.

25
This lesson is essentially a lesson on examples and how students should model their thesis
statements. This will provide students with the ability to recognize good from bad, in efforts to
make their thesis more refined. Students briefly viewed examples of thesis statements in the
previous class.
LAFS.910.RI.1.3:Analyze how the author unfolds an analysis or series of ideas or events,
including the order in which the points are made, how they are introduced and developed, and
the connections that are drawn between them.
and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 13 above.)
LAFS.910.W.3.8:Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the usefulness of each source in answering
the research question; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for citation.
Objectives:
Identify examples and nonexamples of thesis statements
Write thesis statement
Materials:
Students will need their Gazette, a notebook for students to keep track of any writing ideas or
prompts of interest. Students will only need this journal on workshop days. Teacher will provide
these notebooks (19 of them) and keep them in the back of the classroom.

26
Anticipatory set:
Teacher will play the song Express Yourself by Labrinth to spark interest about their
upcoming prompt for their expository essay.
(http://youtu.be/III3G1egUcU)
Time
Student is
doing
10 minutes
Teacher is
doing
Anticipatory Set: Student
Teacher will write prompt on
will listen to and watch video
the dry erase board. Teacher
of Labrinths Express
will play video. Teacher will
Yourself. Students will use
reassure students that this
this inspiration for their
prompt is very open ended (as
upcoming essay. The prompt
long as its appropriate).
of the paper is Write an

essay explaining one of your
values, beliefs, or priorities.
Students will get their
Gazette and write down any
ideas they have.
Transition Practice:
Teacher will provide a series

27
15 minutes
Students will look at
of examples via PowerPoint.
examples and nonexamples of For instance, see Questions

thesis statements presented by of Rejected Motherhood:
teacher. Students will look at
Male Creation, Ambition, and
different ways to transition
Solitude in Mary Shelleys
from introduction to thesis
Frankenstein for a good
statement. Students will view
example of a thesis statement.
examples of how to restate

thesis statement in
conclusion.
15 minutes
Pre-Writing Template:
Teacher will disperse pre-
Students will work on pre-
writing template. Students
writing template for their
will work quietly to
essay. This template will be a
themselves. Teacher will
structured outline for their
answer any questions
upcoming paper. Students can regarding the structure of

work individually or with
their paper.
groups.
10 minutes
Discussion Question:
Teacher will go around class

28
Teacher will lead discussion
and ask each student their
with the question Why is
answer for participation
writing to explain important points.

to high school students?
Students will engage in
discussion.
Summary/Closure:
Teacher will check for completion of Pre-Writing outline as students walk out of the classroom.
Teacher will mark students who participated in discussion. Teacher will prepare students for next
class on logic and transitions.
Assessment:
Formal assessment: Pre-Writing Template (10 points)
Informal assessment: Discussion question
None.
their learning experience.

29
PowerPoint with thesis examples (See Appendix)

Pre-writing handout (19) (See Appendix)
Plan B:
too easy, I will pick up the pace, and give students more time to start introduction.
Lesson Plan: Day 6

Title of Lesson: Logic and Transitions
Purpose/rationale: Students will be able to see the connections between an authors ideas and
create a resource for themselves of ways to transition between ideas in paragraphs. This lesson is
important practice for development of essay. It will give students the opportunity to enhance
their organizational skills as a writer. This lesson is a follow up on the last lesson, particularly
the transition activity. Students are encouraged to use these tools for upcoming paper.
LAFS.910.RI.2.5:Analyze in detail how an authors ideas or claims are developed and refined by
particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Objectives:
Determine relationships between complex sentences

30
Utilize ideas from lesson one

Make connections between connecting paragraphs and transition words
Materials:
Students will need to bring handprint activity from Lesson One
Students will need to bring Pre-Writing template
Anticipatory set:
Teacher will write question How do writers use language and structure to explain their ideas?
On dry erase board.
Time
Student is
doing
Teacher is
doing
Teacher will present question
5 minutes discussing
will answer question.
to students. Teacher will
5 minutes sharing
Students will discuss with
encourage students to talk
their group members.
amongst their group. Teacher
Students will share

answers with teachers.
will give the students example

of authors to think about like
Chocolate Equals Love and

31
Runner.Teacher will ask

each group to share their
answers.
15 minutes
Mini-Lesson: This lesson
Teacher will explain the
will be focused on the
different kinds of
relationships determined by
relationships, like addition,
complex sentences. Students
clarification, contrast, cause
will listen and take notes.
and effect, summary in a short

PowerPoint.
10 minutes
Connecting Paragraphs
Teacher will pass out exercise
Practice Exercise: This
to students. Teacher will give
handout will focus on moving
students a summary of the
connecting paragraphs with
assignment. Teacher will tell
transition words and
students to work
connecting ideas. Handout
independently and then
will provide examples
review answers with peers.
sentences and ask multiple

questions like What does
sentence 2 do in relation to
sentence 1? Students will

32
address answer via multiple

choice.
15 minutes
Pre-Writing Handout
Teacher will look over
Continued: Students will
students pre-writing and
continue to work on Pre-
answer any questions.
Writing handout from last
Teacher will remind students
lesson in preparation for
of their upcoming individual
upcoming paper. Students
paper meetings. Teacher will
must have a rough draft of
advise students to have a solid
outline for teacher to review.
thesis statement in place.
Summary/Closure:
Teacher will answer any standing questions. Teacher will briefly review upcoming lesson on
conclusions. Teacher will remind students that workshop days are coming up and students should
have rough drafts ready for peer review in the next few days.
Assessment:
Formal assessment: Pre-Writing Handout completion (10 points)
Informal assessment: Connecting paragraphs practice exercise
Finish their outline if not completed in class.

33
their learning experience. Teacher will use any extra class time to focus on IEP students and
individually review their pre-writing handouts.
PowerPoint for Mini-Lesson (See Appendix)
Connecting Paragraphs practice exercise (19) (See Appendix)
Plan B:
too easy, I will pick up the pace, and move forward to the following lesson on conclusions
Lesson Plan: Day 7

Title of Lesson: Conclusions
Purpose/rationale: Students will be able to write effective conclusions that communicate the
significance or implications of their topic. This lesson will preview students ability to synthesize
all of the information learned from Lessons 1-6. It will provide teacher with a more accurate
understanding of students progress throughout unit. It will allow teacher to determine whether or
not students will need more or less time to workshop their papers before due date. This lesson
will provide students with examples to base their conclusions of off.

34
and audiences.
LAFS.910.RI.1.3: Analyze how the author unfolds an analysis or series of ideas or events,
Objectives:
Analyze conclusions of multiple professional pieces
Define significance and implication
Apply these ideas outside of examples
Write a conclusion paragraph

Materials:
None.
Anticipatory set:
Teacher will open with Worst College Essays...Ever on the overhead projector. This will spark
students interest in the upcoming lesson while giving them something comical to read while
settling into class.
(http://domainkain.tripod.com/editorials/worstcollegeessay.html)

35
Time
Student is
doing
Teacher is
doing
Significance and
Teacher will present a few
10 whole class
Implication Practice
slides on why significance
10 minutes small group
Worksheet: Students will
and implication is important
10 minutes individual
read first text and discuss why in a conclusions. Teacher will
5 minutes sharing
this is necessary for a
summarize this in stating A
conclusions with the whole
conclusion section refocuses
class (teacher led). Students
the purpose of the research,
read second text and will
revealing a synopsis of what
discuss in their small group.
was found and leads into the
Students will then receive
implications of the findings.
Drawing Conclusions
A conclusion may also
handout and complete
include limitations of the
individually. Students will
study and future research
share after completion.
needs. Teacher will present

handout for students to
analyze the conclusions of
multiple authors.
Writing Conclusions:
Teacher will give students

36
15 minutes
Students will work
quiet time to work on
individually. Students will
conclusions. Teacher will
write concluding paragraphs
play music to keep students
for expository paper. Students on task. Teacher will review

will apply elements used from student conclusion before
previous activity. Students
class time is over.
will bring rough draft to

teacher before leaving class.
Summary/Closure:
Students will review conclusions with teachers (optional). Teacher will encourage students to
have rough draft ready for the following days workshop in the media center. Teaching will
answer any outstanding questions.
Assessment:
Formal assessment:Drawing conclusions worksheet (10 points)
Informal assessment: Whole class discussion on significance and implication
Work on rough draft.

37
individually review their conclusions with feedback included.
Drawing Conclusions Worksheet (19) (See Appendix E)
Plan B:
too easy, I will pick up the pace, and dedicate the day to workshopping.
Lesson Plan: Day 8

Title of Lesson: Workshop Day 1
Purpose/rationale: The purpose of this lesson is for students to edit their individual papers in
the media center. This will provide an outlet for students who do not have regular access to a
computer. Students will also use this time to research any supporting data they will need for their
paper and ask the teacher any questions about situations. Teacher will provide a brief overview
on how to cite sources correctly and what format should be used.
LAFS.910.W.1.2: Write informative/explanatory texts to examine and convey complex ideas,

concepts, and information clearly and accurately through the effective selection, organization,
and analysis of content.

38
1.) Introduce a topic; organize complex ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding comprehension.
2.) Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the
audiences knowledge of the topic.
3.) Use appropriate and varied transitions to link the major sections of the
text, create
cohesion, and clarify the relationships among complex ideas and concepts.
4.) Use precise language and domain-specific vocabulary to manage the complexity of the
topic.
5.) Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
6.) Provide a concluding statement or section that follows from and supports the information
or explanation presented (e.g., articulating implications or the significance of the topic).
LAFS.910.W.3.8: Gather relevant information from multiple authoritative print and digital
Objectives:

39
Edit/review individual rough draft

Demonstrate ability to cite sources correctly
Effectively utilize workshop time
Materials:
Rough draft of their final paper
Student ID (in case they need it for the media center)
USB to save any data
Anticipatory set:
Teacher will provide a brief overview of how to correctly cite resources and how to format
paper. Students should be familiar with MLA format.
Time
Student is
doing
20 minutes
Teacher is
doing
Citation PowerPoint:
Teacher will provide
Students will take notes and
examples of what paper
ask questions while teacher
should look like and discuss
presents PowerPoint on basic
specifics of the rubric.
citations skills for their paper.
Teacher will ask any

questions regarding citations
and formatting.

40
30 minutes
Students will quietly work on
Teacher will work on rubric
their papers via computer or
and review the worksheets
at a desk. Students are
that have been turned in.
encouraged to ask other
Teacher will answer any
students for help regarding
questions. Teacher will make
citations.
sure students are respecting

media center equipment.
Summary/Closure:
None.
Assessment:
Formal assessment: Proof of editing on rough draft (10 points)
Informal assessment: Answering questions throughout the workshop time
Work on rough draft.
ensure they are not having any difficulties with the computer and have understood the
instructions for citing sources correctly.

41
PowerPoint on citation guidelines (See Appendix)

Students will need access to 19 computers
Rubric for expository Paper (19) (See Appendix F)
Lesson Plan: Day 9

Title of Lesson: Workshop Day 2
Purpose/rationale: The purpose of this lesson is for students to edit their individual papers in
the media center. This will provide an outlet for students who do not have regular access to a
computer. Students will also use this time to research any supporting data they will need for their
paper and ask the teacher any questions about situations. Teacher will provide a brief overview
on how to cite sources correctly and what format should be used.
LAFS.910.W.1.2: Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection, organization,
and analysis of content.
7.) Introduce a topic; organize complex ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding comprehension.
8.) Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the
audiences knowledge of the topic.
9.) Use appropriate and varied transitions to link the major sections of the
cohesion, and clarify the relationships among complex ideas and concepts.
text, create

42
10.)
Use precise language and domain-specific vocabulary to manage the complexity
of the topic.
11.)
Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.

12.)
Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the significance of

the topic).
LAFS.910.W.3.8: Gather relevant information from multiple authoritative print and digital
Objectives:
Edit/review individual rough draft
Demonstrate ability to cite sources correctly
Effectively utilize workshop time
Materials:
Second rough draft of their final paper
Student ID (in case they need it for the media center)
USB to save any data

43
Anticipatory set:
Teacher will provide a brief overview of how to correctly cite resources and how to format
paper. Students should be familiar with MLA format.
Time
Student is
doing
------------------------------------ ----------------------------------
50 minutes
Teacher is
doing
-----------------------------------
Students will quietly work on
Teacher will work on rubric
their papers via computer or
and review the worksheets
at a desk. Students are
that have been turned in.
encouraged to ask other
students for help regarding
questions. Teacher will make
citations.
sure students are respecting

media center equipment.
Summary/Closure:
Students will have final draft ready for the following day. Students will be peer editing each
others final draft before submitting at the end of the lesson.
Assessment:
Formal assessment: Proof of editing on second rough draft (10 points)
Informal assessment: Answering questions throughout the workshop time

44
Work on second rough draft.
ensure they are not having any difficulties with the computer and have understood the
instructions for citing sources correctly.
PowerPoint on citation guidelines (See Appendix)
Students will need access to 19 computers
Lesson Plan: Day 10

Title of Lesson: Peer Edit and Revising Day
Purpose/rationale: Students will use this day to edit their final draft with a peer of their choice.
Students are encouraged to pick someone who is not familiar with their writing. This lesson is
the last day before their final drafts are due on the class website. This lesson is important for
students to understand how their audience will react to their writing and what he/she needs to
edit. Students are encouraged to praise each others writing as well as provide constructive
criticism. Students will look for coherence and clarity, content and style. Students will be given
copy of rubric.

45

and audiences.
Objectives:
Provide constructive criticism of peer work
Demonstrate an understanding of the rubric
Utilize time appropriately
Provide a final draft upon arrival
Materials:
Students will need to bring a final draft.
Anticipatory set:
Teacher will briefly overview some tips for peer editing, like looking for a thesis statement and
coherence of rubric, etc.

46
Time
Student is
doing
50 minutes
_______________________
Teacher is
doing
Peer Edit: Student will select
Teacher will spend extra time
peer to swap papers with. At
with IEPs this day. Teacher
the end, if students are
will check in periodically
comfortable, teacher will
with each peer revision group
randomly disperse drafts
to make sure they are on task.
amongst class for another
revision.
outstanding questions.
________________________
_______________________
Summary/Closure:
Teacher will remind students that final draft are due by midnight on the teacher website.
Assessment:
Formal assessment: Final draft of expository essay
Informal assessment: Peer Editing Activity
Finish expository essay.

47
ensure they are not having any difficulties peer revision.
PowerPoint on Peer Editing skills (See Appendix)
Plan B:
Teacher will extend deadline if students seem behind or overwhelmed with the assignment
Attachments/Appendices.

48
Attachments/Appendices
Appendix A

49
Appendix B

50
Appendix C

51
Appendix D

52
Appendix E

53
Appendix F

54

55
Works Cited

56
Barnett, Adele, "Explain Yourself: An Expository Writing Unit for High School" (2013).
Understanding by Design: Complete Collection. Paper 230. Retrieved from
http://digitalcommons.trinity.edu/educ_understandings/230
Bernabei, G. (2009, January 1). Beliefs and Experiences. Retrieved from
https://www.heinemann.com/shared/companionResources/E02673/reproducibles.pdf
Chapter 10: Inference. (2010, January 1). Retrieved from
http://www.pearsonhighered.com/samplechapter/0205734367_ch10.pdf
CreatedForLearning. (2010, January 1). Essay Outline Writing Kickstarter Thesis
Statements, Topics, Quotes. Retrieved November 26, 2014, from
http://teacherlingo.com/resources/thumbnail/essay-outline-writing-kickstarter-thesisstatements-topics-quotes.jpg
Lesson 2: Graphic Organizer for Independent Practice. (2010, January 1). Retrieved
from http://www.readworks.org/sites/default/files/bundles/lessons-grade1-setting.pdf
O'Day, Ph.D., A. (2006, January 1). Scaffolding Methods for Research Paper Writing ReadWriteThink. Retrieved from http://www.readwritethink.org/classroom-resources
/lesson-plans/scaffolding-methods-research-paper-1155.html?tab=1#tabs
READING Explicit / Implicit Relationships Within and Between Sentences. (2005, August 1).
Retrieved from http://www.mdc.edu/kendall/collegeprep/documents2/Explicit Implicit
relationships within between sentences.pdf

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TWO WEEK LESSON PLAN

Annabelle Rose Vought

TWO WEEK LESSON PLAN

Table of Contents ... 2

Unit Title: Exposing the Expository: An Expository Writing Unit

TWO WEEK LESSON PLAN

School District: Leon County

TWO WEEK LESSON PLAN

Lesson Plan: Day 1

Name: Annabelle Vought

Title of Lesson: Exposing the Expository: A Closer Look at Expository Writing

TWO WEEK LESSON PLAN

Purpose/rationale: The purpose of this lesson is to enhance students prior knowledge of

TWO WEEK LESSON PLAN

Teacher will provide a handout (19) to gauge students comprehension of expository

Anticipatory Set: Students

Teacher asks the questions

will list prior knowledge of

listed in the Anticipatory Set

expository writing. Students

and gives students time to

will then discuss with teacher

think about their familiarity

their comfort level with

with expository writing.

While students are wrapping

up, teacher will display the

Students are encouraged to

basics of expository writing

discuss with their classmates.

TWO WEEK LESSON PLAN

Teacher will display

explain instructions for

PowerPoint and read key

beginning expository writing

points like audience and

assignments. Students will list how an expository paper

should be set up in terms of

writing in their journals and

order. Teacher will note that

ask any questions about the

expository writing is very

organized and a logical order

Idea Workshop Activity:

Teacher will introduce and

Use handprint activity

generally discuss all essential

(Bernabei) or other to help

questions this day. Teacher

students identify and then

will engage with students and

narrow in on what their

see what potential ideas come

beliefs, values, and priorities

to mind. All questions

are and which they would

students ask will be posted to

most like to focus on in their

writing during this unit

TWO WEEK LESSON PLAN

Students will discuss some of

Teacher will asks students

their beliefs, values and