Upon coming into class, the students would realize that for their morning work they would be required to write at least 5 sentences about their favorite season of the year. These sentences would be written in the students’ writing journals. After completing their morning work, everyone would meet on the carpet to share their sentences aloud with the class. After doing so, I would share some of the sentences that I wrote, which would be about my home being a special place to live in. (I chose not to write about seasons because I wanted that topic to be left for the students alone, allowing them to incorporate their own ideas and details, rather than merely taking from mine). Here, the students would recognize the amount of detail that I incorporated into my sentences and thus will hopefully do the same, if they haven’t already done so, the next time they write.
*1) The students will be able to write an expository piece.
*2) The students will write an expository essay about their favorite season of the year.
Benefits of Diversification:
Visual/Spatial: This particular lesson picks up on Visual/Spatial intelligence by having the children view a sample of an expository 4 square graphic organizer in addition to an actual expository essay, to get them familiarized with its’ format.
*Inclusion students in the class can definitely benefit from this type of intelligence due to attention delays.
This lesson included Bodily Kinesthetic intelligence by having the students move around the classroom from the carpet to their seats. In addition, to having them stand up in front of the classroom while presenting their essay to the class.
*This type of intelligence can be beneficial to all students in the class, especially those who have difficulty sitting still for a long period of time.
Verbal/Linguistic intelligence is incorporated into this lesson while the children are expressing their opinions and ideas with the class. In addition, students verbally share their expository essay with the entire class.
*Draws upon general education students’ strengths, in particular, those who have a large vocabulary for their grade level and express themselves without difficulty.
*Students listen to the teacher’s instructions on what to do all throughout this lesson.
*Applies to all students.
Interpersonal: While presenting their essays to the class, students express their own opinions while listening to their peers’ opinions as well.
*Applies to all students.
*This type of intelligence draws upon all of the students’ social skills, reinforcing the concept of working cooperatively in order to reach success.
Each student is required to think of favorite season on their own. In addition, each individual student contributes their own ideas while completing their expository essay.
*Applies to both general and special education students in the class.
Throughout this lesson, students had to refer to the environment in order to describe the season that they chose to write about throughout their expository essay.
*Applies to all students.
How can we write an Expository Essay about our favorite season of the year?
Students will write their own expository essays about their favorite season of the year using their 4 square graphic organizer.
• Expository graphic organizer
• Computer access (To research information and illustrations relating to their favorite season of the year and to print out the final product)
• Teacher-made Expository Essay model (Topic: My home is a special place.)
• Teacher-made Expository 4 square graphic organizer
• Chart paper
Students will then be instructed to go back to their seats based on which season they chose as their favorite.
I will then model to the students how I took the sentences that I wrote about my home and sorted them out to fit into a 4 square graphic organizer. (If I sense that many students do not understand how to do this, I will choose one student’s sentences from the class, and model to the class again how to sort these sentences into a 4 square graphic organizer).
Next, students will begin to create their own 4 square graphic organizer using the sentences that they wrote earlier about their favorite season of the year. At this time, I will be walking around the room, monitoring for comprehension and providing assistance wherever needed. *For those students who are having a difficult time coming up with sentences I will allow them to look up some information about their season on the following websites: http://www.urbanext.uiuc.edu/trees1/02.html and http://www.rcls.org/ksearch.htm
After having checked everyone’s graphic organizer, I will then model how one can use this 4 square graphic organizer in order to write an expository essay. At this point, I will read aloud my expository essay about my home being a special place to the entire class. Next, I will post this essay on the board, in addition to my 4 square graphic organizer, and show student’s how ideas taken from the graphic organizer were incorporated into my essay.
Students will then begin working on their own expository essays using their 4 square graphic organizer. Again, I will walk around the room, monitoring for comprehension and providing assistance wherever needed.
After the students have revised and edited their own work, I will conference with them and go over anything that they might have missed. Once all corrections, omission, and/or additions have been made, students will be allowed to type their final copy on the computer.
For those students who happen to finish early, they will be allowed to draw an illustration to go along with their essay. They can get some ideas for their illustrations on the following website: http://images.search.yahoo.com/search/images?p=seasons&ni=18&ei=UTF-8&fr=yfp-t-501&xargs=0&pstart=1&b=1
*Short-term: I will identify understanding of the learning objective by evaluating the students’ completed essays. The students’ understanding will also be evaluated through oral responses given during the morning meeting and closing activity.
*Long-term: The students will apply this newly acquired knowledge to future ideas, projects, and assignments. This newly acquired skill of writing in the expository form will also be reinforced on a monthly basis, when the students participate in their writer’s workshops.
Answer Key or Rubric:
A few distracting errors. Some minor difficulties
Many major mechanical errors
Major points are supported by strong examples.
Major points are given little support only.
Major points are given superficial support or are unsupported.
Contains clearly developed paragraphs in a logical sequence.
Contains mostly clearly developed paragraphs, but is unclear in places.
Is disorganized and difficult to follow.
Artwork is of appropriate season and contains correct colors.
Artwork is of appropriate season, but wrong colors were used.
Artwork is not of appropriate season nor was appropriate colors used.
*(Coloring assessed only on those who completed illustrations)
The finished product was neat and coloring was done within the lines.
The finished product was mostly neat, but coloring was not within the lines.
The student did not show any effort based upon the completed written project and illustration.
Benchmark or Standards:
NYS Learning Standard:
English/Language Arts Standard 1:
Students will listen, speak, read, and write for information and understanding.
Students will listen, speak, read, and write for literary response and expression. As speakers, students will use oral language that follows the accepted conventions of the English language for self-expression.
Students will listen, speak, read, and write for social interaction.