Unit 4 Week 5: Expository Writing
Treasures ELD Unit Writing
2nd Grade, Unit 4 Opener
BRAINSTORM & PREWRITE
PR=Practice Reader
S=Student
G/O=Graphic Organizer
TE= Teacher’s Edition
ATE= Teacher Annotated Edition
T =Teacher
TM= Tree Map
CM= Circle Map
TPS=Think Pair Share
DAY 1
Introduction
Build Background
Introduction to Unit 4 ELD
Writing Objective
Choosing a Topic From the ELD
Practice Reader, Street Safety (Unit 4
Week 2) & Tree Map
Teacher will…
•Explain to students that
they will be writing an
expository paragraph
(not researching) using
the ELD Practice Reader
“Street Safety.”
•Say, “We will write an
expository paragraph
about street safety which
we read about last
week.”
Teacher will:
•Draw a Tree Map and write Street
Safety as the title. On the four branches
of the Tree Map, teacher writes: Walk
Safely, Bike Safely, Ride the Bus Safely,
Skateboard Safely
•Model choosing a topic, “My topic will
be ride the bus safely.”
•Writes his/her name on a sticky note
and the sentence “My topic will be ride
the bus safely.” and places it under the
branch for “Ride the Bus Safely” on the
Tree Map.
Chart #1
Teacher will…
•Intro/Review:
·Writing Process
· Think-Pair-Share
•Say, “In this unit we will
use “Street Safety” (ELD
Practice Reader) to take
a closer look at our Unit
Theme Better Together.
You will go through the
Writing Process to develop
an expository paragraph.
Expository writing gives
people information. At the
end of the unit you will
give an oral presentation
on your expository
writing.”
Teacher will…
•Read Chart #1 with
students Features of
Expository Writing
from RLA, Unit 4, page
167A.
•Remind students that
they read a piece of
expository writing last
week when they read
“Street Safety.”
DAY 2
Students Select Topic
Teacher will:
•Ask and charts the question,
“Which street safety topic will you write about?”
Students will:
•Think-Pair-Share using charted sentence frame
and Tree Map: My topic will be
...
•Write names and complete sentence on sticky
notes.
Group Share: Students share and place notes
under the correct branch on the Tree Map.
Expository Paragraph Sample
“Super Storm” (attached) from
Treasures RLA Unit 4 TE pg 167A
Teacher will:
•Read expository paragraph sample with
students and explain that this is the type
of writing they will produce in this unit.
•Ask questions to guide students to
locate the main idea and details in the
paragraph. Tell students they will
brainstorm ideas for their own writing.
Class Circle Map CM #1
Teacher will:
•Draw a Circle Map and writes “Ride the Bus
Safely” in the center. Students and teacher
brainstorm what they know about the topic
and chart on the class Circle Map.
•Chart and use the following sentence
frames: It is important to... You should...
Students will:
•Be divided into groups of 4-6 using the Tree
Map. Groups with the same topic create a
group Circle Map on their chosen topic.
Independent: Group work may continue as
independent work during small group
instruction.
Unit 4 Week 5: Expository Writing
Treasures ELD Unit Writing
2nd Grade, Unit 4 Opener
DRAFT
PR=Practice Reader
S=Student
G/O=Graphic Organizer
TE= Teacher’s Edition
ATE= Teacher Annotated Edition
T =Teacher
TM= Tree Map
CM= Circle Map
TPS=Think Pair Share
DAY 3
Review Features of
Expository Writing Chart
Chart #1
Review and Add to Circle
Maps
CM #1
Teacher will:
•Read Chart #1 with
students Features of
Expository Writing from RLA,
Unit 4, page 167A.
Teacher will:
•Teacher reviews Class Circle
Map “Ride the Bus Safely” from
Week 3. As a class, re-read ELD
Reader Chapter 3 “Street
Safety” to look for additional
details. Model adding more
details to the Class Circle Map
using a different color.
Students will:
•Review group Circle Maps on
their chosen topic and add
more details from their chapter
of the ELD reader using a
different color.
Expository Paragraph
Sample “Super Storm”
(attached)
Introduce Main Idea and Details
Chart (Practice Book Annotated
Teacher’s Edition, p. 13)
Teacher will:
•Re-read expository paragraph
sample with students.
•Ask questions to guide students to
locate the main idea and details
in the
Teacher will:
•Model organizing writing ideas; use
Super Storms to show how to fill in the
main ideas and details on the chart.
Discuss Purpose and Audience
Teacher will:
•Discuss how naming the purpose of
their paragraph helps them write a
topic sentence.
DAY 4
Identify Main Idea CM #1
Main Idea and Details Chart from EL Practice
Workbook, pg 13 (attached)
Introduce Communication
Guide
Expository Paragraph Draft
Teacher will:
•Model selecting the main idea from
the Class Circle Map “Ride the Bus
Safely”.
•Use Class Circle Map with the first
sentence of Communication Guide,
“There are many ways you can ride
the bus safely.”
Student will:
•Think-Pair-Share their own main ideas
for their topic using the group Circle
Maps and the first sentence of the
Communication Guide.
•Share examples to check for
comprehension.
Teacher will:
•Model using Class Circle Map and the first
sentence of the Communication Guide to
fill in the Main Idea bubble on Main Idea
and Details Chart in a complete sentence.
•Use the Class Circle Map Ride the Bus
Safely, teacher models selecting 3
important details to support the main idea
and writes them in the detail bubbles.
Student will:
•Use group Circle Maps and
Communication Guide to fill in Main Idea
bubbles on EL •Practice workbook pg 13
and then select 3 details they want to
include in their maps and write them in the
details bubbles.
Teacher will:
•Introduce the complete
Communication Guide to class.
•Model pulling out details from
the Main Ideas and Details
Chart to complete the entire
Communication Guide.
Student will:
•Model appropriate level
(Simple, Elaborated, Complex)
for class.
•Think-Pair-Share using their
Main Idea and Details Chart
and the Communication
Guide.
Teacher will:
•Model writing Expository
Paragraph using the
competed Main Ideas and
Details Chart and the
Communication Guide.
Student will:
•Write Expository
Paragraph draft using their
own Main Idea and Details
Chart and the
Communication Guide.
Independent: Assigned as
independent work during
small group instruction.
Unit 4 Week 5: Expository Writing
Treasures ELD Unit Writing
2nd Grade, Unit 4 Opener
REVISE
DAY 5
Review
Features of
Expository Writing
Chart
Teacher will:
•Read Chart #1 with
students Chart #1
Features of Expository
Writing from RLA, Unit
4, page 167A.
PR=Practice Reader
S=Student
G/O=Graphic Organizer
TE= Teacher’s Edition
ATE= Teacher Annotated Edition
T =Teacher
TM= Tree Map
CM= Circle Map
TPS=Think Pair Share
DAY 6
Review Expository Paragraph
Sample “Super Storm”
(attached)
Teacher will:
•Review that the main idea is
placed at the very beginning of the
paragraph in “Super Storms.”
•Locate the details in the paragraph
with students. Ask “Would you be
able to understand the report
without these details?
Revise – Teacher model
Expository Writing Ask, “How can I make my writing more
powerful?”
Teacher will:
•Read Expository Paragraph aloud and asks students to identify the main idea
and the details in the paragraph Ride the Bus Safely. Chart the questions: “What
is the main idea?” “What are the details?”
Student will:
•Think-Pair-Share main idea and details in the paragraph Ride the Bus Safely.
Teacher will:
•Model revising by checking that the main idea is at the beginning of the
paragraph and that the 3 details help the reader understand the main idea of
the paragraph.
•Ask, “Would you be able to understand the report without these details?
•Refers to first bullet on Chart #1 Features of Expository Writing and asks, “How
can I use more of my own words?” Teacher models adding or changing words
and phrases to revise the draft.
•think aloud asking the questions “How?” and “Why?” to help add own words.
DAY 6
Think-Pair-Share
Expository Paragraphs
Oral Language Activity:
•Partners read their drafts to
each other and answer the
questions: “What is the main
idea?” “What are the
details?”
Students Revise
Expository Writing
Students will:
•Revise their Expository Writing using Chart #1
Features of Expository Writing:
-Check for main idea in first sentence
-Check that detail sentences support the main
idea
-Add or change words to use more of their own
words
Independent: May be assigned as independent
work during small group instruction.
Teacher Introduces Expository Oral
Presentation Criteria Chart (attached)
Chart #2
Teacher will:
• Introduce Expository Oral Presentation Criteria Chart
(Chart #2 attached).
Students will
•Create a poster this week and next week for their oral
presentation. Poster should illustrate the main ideas
and details of their Expository Writing - individually, in
pairs or in original topic groups. Poster should include
visuals to make main idea and details clear.
•Note: Teacher can work with ELD 1-2 students to
further scaffold as needed during small group
instruction.
Unit 4 Week 5: Expository Writing
Treasures ELD Unit Writing
2nd Grade, Unit 4 Opener
PROOFREAD, PUBLISH & ORAL PRESENTATION
PR=Practice Reader
S=Student
G/O=Graphic Organizer
TE= Teacher’s Edition
ATE= Teacher Annotated Edition
Day 7
Teacher Reviews Expository
Oral Presentation Criteria Chart
#2 (attached)
Teacher will:
• Review Expository Oral
Presentation Criteria Chart
(attached)
•Review that students will
continue to work on their posters
to illustrate their Expository Writing
- individually, in pairs or in original
topic groups.
T =Teacher
TM= Tree Map
CM= Circle Map
TPS=Think Pair Share
Day 8
Students Edit/ Proofread
Teacher will:
•Teacher introduces/reviews
editing checklist.
•Selects student Expository
Writing drafts to model edits of
common errors
Think-Pair-Share
Students Edit/
Proofread
Students will:
•Partner read their Expository
Writing to each other –
listening for errors in syntax.
Teacher will:
•Using Editing
Checklist- edit for:
- Capitalization of
first word in
sentence and
proper nouns
- Punctuation
- Subject/verb
agreement
*Teacher works with ELD 1-2
students to further scaffold as
needed during small group
instruction.
Independent: May be assigned as
independent work during small
group instruction.
Day 8
Day 9
Publish Model
Teacher will:
•Model publishing Expository Writing
with Ride the Bus Safely paragraph.
Day 10
Teacher Reviews
Oral Presentation
Criteria Chart #2
Partners Plan and
Practice Oral
Presentations
Teacher will:
•Oral Presentation Criteria (Chart
#2)
Highlight question and answer
criteria.
•Partners practice oral
presentation and debrief using
oral presentation criteria.
Oral Presentations
Teacher will:
•Reviews Oral Presentation Criteria
Students will:
• Listen attentively for oral presentation
criteria.
•Orally present their Expository Writing
presentations
•Speaker poses a question to audience
•Teacher poses a question to speaker
•Class debriefs each presentation using
the Oral Presentation Criteria (Chart #1)