Unit Overview
This unit focuses on development of expository writing by second grade students. Students use touchstone texts, examples of quality expository writing. Touchstone texts have the attributes of quality literature in the genre being studied. They are texts that the teacher is familiar with as well as those the students can comprehend and have read. They are texts about which much discussion can take place. Students connect texts with their own life experiences to select topics for expository writing.
Students experience the writing process as modeled by the teacher. They apply their understanding of the writing process to produce an expository piece. Students use graphic organizers to create an expository piece including a main idea and supporting details. The concept of media is introduced as a tool to convey their message. Students share writing and practice essential speaking skills.
Throughout the unit learning is assessed formatively and at the end, summatively. The summative assessment contains a performance event to prepare students for the MAP and other writing assessments.
Among unit goals are that students meet grade level expectations for writing in expository form, develop higher order thinking skills identified by the Show-Me Standards, and understand following directions through expository writing.
Why is it important to communicate effectively?
Why is it important to read, follow, write, and understand directions?
What processes do proficient writers use to create strong pieces of expository writing?
How can we apply this learning to other inquiries?
Why do we need to identify oral and visual media messages?
How would you compare our class created media presentations to that which is used in the real world?
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Lesson One |
Making Real-Life Connections and Introducing Expository Text § Literature: The Popcorn Book by Tomie dePaola § Supplies: Writers notebooks, writing folder § Handouts provided: PBJ Writing Directions Worksheet § Formative Assessment: provided |
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Lesson Two |
Deepening our Understanding and Topic Selection § Literature: Pancakes for Breakfast by Tomie dePaola § Supplies: Flip chart, writers notebooks, writing folder, anchor chart § Handouts provided: None § Formative Assessment: provided |
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Lesson Three |
Final Topic Selection § Literature: The Quicksand Book by Tomie dePaola § Supplies: Writers notebooks, writing folder, anchor chart § Handouts provided: None § Formative Assessment: provided |
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Lesson Four |
Using a Graphic Organizer as a Rough Draft Template § Literature: None § Supplies: Pencils, anchor chart, writers notebook, writing folder, overhead and transparencies of TFDEC Worksheet and scoring guide § Handouts provided: TFDEC Worksheet graphic organizer, copy of scoring guide § Formative Assessment: provided |
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Lesson Five |
Determining Ideas and Adding Details § Literature: None § Supplies: Touchstone texts, pencils, writers notebooks § Handouts: TFDEC Rough Draft graphic organizer § Formative Assessment: provided |
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Lesson Six |
More Details and Transitions § Literature: None § Supplies: Anchor chart with transition words, pencils, student writing folders § Handouts: Transition Words list § Formative Assessment: provided |
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Lesson Seven |
Conclusion § Literature: None § Supplies: Pencils, writing folder § Handouts provided: None § Formative Assessment: provided |
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Lesson Eight |
Revising § Literature: None § Supplies: Writing folders, pencils, sentence strips, sticky notes § Handouts provided: How to Build a Treehouse § Formative Assessment: provided |
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Lesson Nine |
Editing § Literature: None § Supplies: Writing folders, pencils, sample student work § Handouts provided: Find the Mistakes, Editing Checklist § Formative Assessment: provided |
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Lesson Ten |
Media § Literature: None § Supplies: Completed expository writing, video camera § Handouts provided: Author’s Celebration Invitation example § Formative Assessment: provided |
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Summative Assessment |
Writing Celebration § Literature: None § Supplies: Completed expository writing pieces, video camera § Handouts provided: Celebration checklist |
GRADE-LEVEL EXPECTATION CONTINUUM
In this unit, students develop the following communication-arts skills (targeted learning) as they investigate the concept of courage. While supporting students in the development of these skills, teachers should consider students’ previous learning and keep in mind their future learning. Although the following chart lists each grade-level expectation in its entirety, the bold type denotes the specific parts of a grade-level expectation addressed in the unit. Show-Me Standards Alignment are indicated in parentheses.
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PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
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Students will read and follow a simple direction to perform a simple task. |
R3D: Read and follow simple directions to perform a task. (1.5, 1.6)
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Students will read an follow two and three step directions to complete a simple task.
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Students will write expository text with related experiences. |
W3C: Write expository text with assistance, with a *main idea and *supporting details. (1.8, 2.1) |
Students will write expository text with a main idea and three or more supporting details. |
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Students will give simple oral directions. |
LS2B: Give clear oral directions to complete a simple task. (1.6, 2.1, 2.3) |
Students will give clear two and three step oral directions to complete a simple task.
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Students will identify, with assistance, simple messages conveyed through oral and visual media. |
IL2A: Identify with assistance, intended messages conveyed through oral and visual media. (1.5) |
Students will identify intended messages conveyed through oral and visual media. |
TEACHER REFLECTION
1. How are the students’ skills in identifying a topic sentence and well-chosen supporting details developing? Are there students who might need additional support? Are there students who might be ready to move on to other elements in the craft of writing—for example, grabbing the reader’s attention in the opening sentences/paragraphs, transitional words to link ideas, etc.?
2. What parts of the information-gathering process challenged my students the most? What changes did I make to meet the varying needs of my students in terms of gathering information?
3. To what extent were the students productively engaged in the work? How do I know this?
4. What feedback did I receive from students indicating that they developed an understanding about the relevant content and that I met my objectives for this unit?