Lesson Plan Template

Teacher: Lopez, K. Subject: Language Arts (Writing)

Standard:
7. W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization,
and analysis of relevant content.
Objective (Explicit):
SWBAT write a five paragraph expository essay which includes a clear topic, main idea and supporting details relevant to the topic.
Sub-objectives, SWBAT (Sequenced from basic to complex):
SWBAT select a topic that is narrow enough to make it manageable within the space of an essay.
SWBAT brainstorm clarifying questions related to the topic of their choice and write them in their writing journals.
SWBAT write a thesis statement (or sentence) expresses a controlling idea that is neither too broad nor too specific to be developed effectively.
SWBAT organize the essay by writing topic sentences for the body paragraphs of the essay
SWBAT write a paragraph of conclusion by restating the thesis and divisions of the essay.
Evidence of Mastery (Measurable):
SWBAT write a five paragraph informative/expository essay which includes a clear topic, main idea and supporting details relevant to the
topic with accuracy as measured by classwork assignments and teacher created checklists.
Key vocabulary: (Make this Student Friendly) Materials:
 Fact: a statement that can be proved  Pencils
 Opinion: a personal belief of judgment that is not found on proof or  Writers notebook
certainty  White board
 Bias: influence in an unfair way  Computers
 Argument: a statement put forth and supported by evidence  Anchor Chart (Poster) –A five paragraph essay
 Topic Sentence: a sentence intended to express the main idea in a completed with indicators of where a thesis statement,
paragraph or passage concluding paragraphs, supporting details, topic
 Cause/Effect: Reason/Result sentences, etc. will be located. Anchor chart will be
posted on the board.

Opening (state objectives, connect to previous learning, and make relevant to real life)
The purpose of most expository writing is to communicate ideas or to answer questions.
 Gives information about a topic.
 Explains ideas.
  Gives directions.
 Shows how to do something.
Teacher Will: Student Will:
TW ask students to define the purpose of writing an TSW define the purpose of writing an informative/expository
informative/expository essay. essay in groups/partners.
TW ask students to share out answers for discussion.
TW ask students to choose a topic based on the following criteria: TSW share out definition of informative/expository essay.
What kind of purpose do you need to write?
Brainstorm subjects that interest you. SWBAT brainstorm clarifying questions related to the topic of
TW create a circle map on the board and give students think time. their choice and write them in their writing journals.
TW ask students, “Write down any subjects that you can think of.
Evaluate each subject. Can you develop a topic enough for an TSW have 5minutes to come up with a topic of their choice
essay? Does it fit with the purpose?” with at least 5 key supporting details that support the topic.
TW ask students to share out their answers and write them on the
Instructional Input

board. TSW brainstorm in writing journals for 15 minutes using webs,

TW use timer and set it for 5 minutes. circle maps, compare/contrast, and other various brainstorming
TW ask students to review their topic ideas that are written in their methods to narrow down a topic of their choice.
writing notebooks and add any ideas that they may have seen on Sample
Thesis Statement
the board. Anchor
TW clarify to students to check through all the methods before Chart:
Opinion 1
they finally settle on the one which will best serve their thesis:
definition | example | compare and contrast | cause and effect |
Opinion 2
classification | process analysis.
TW remind student that they must have at least 5 key supporting Opinion 3
details that support the topic. “The more you are interested and
like the topic, the easier your writing will flow!” Concluding Paragraph

Co-Teaching Strategy/Differentiation
Students who struggle may work in partners with higher level students according to their ability level. Students that need extra time
may work in small group with teacher at back table. Students who finish early may proceed to organizing paragraphs according to the
anchor chart.
Guided

Teacher Will: Student Will:

TW list the major divisions in which the body of paragraphs in the SWBAT organize the essay by writing topic sentences for the
 essay should look like by drawing blank boxes on a teacher body paragraphs of the essay.
created anchor chart by leaving enough space for writing.
TSW begin by listing the major divisions which the body
TW create a topic sentence for each paragraph to use as a model paragraphs in the essay; then fill in the primary supports that
on teacher created anchor chart. each body paragraph of the essay will contain.

TW thesis statement which includes 1st topic, opinion. 1 point, 2nd TSW write topic sentences for the body paragraphs of the essay:
point, and 3 point of the essay.  For each body paragraph, furnish a topic sentence that
directly relates to the thesis sentence.
TW identify thesis statement as “topic, opinion, point, point, TSW write the body paragraphs of the essay:
point!” as what the general contents of a 5 paragraph thesis  Each body paragraph should develop the primary
statement will contain. (a catchy phrase is imperative to a support covered in that paragraph's topic sentence.
Practice

student’s memory) TSW furnish a paragraph of introduction:

 An introductory paragraph should state the thesis of the
TW clarify that the topic and opinion will be the content in the essay, introduce the divisions in the body paragraphs of
first paragraph. The first point will be the 2nd paragraph. The 2nd the essay, and gain the interest of the reader.
point will be the 3rd paragraph. The 3rd point will be the 4th
paragraph. And, the 5th paragraph will be the conclusion.

TW model this on the teacher created anchor chart.

Co-Teaching Strategy/Differentiation
Students who struggle will be partnered with higher leveled peers to assist with identifying the topic sentences in their brainstorming
writing journal page. They also may need assistance with choosing 3-5 supporting ideas that help support the topic sentence and
paragraph of introduction. T may also assist. Higher level students will edit for spelling and grammatical errors or word choice with
use of dictionary or thesaurus. When higher level students may choose to be a peer tutor and choose students who are in need of
assistance to help guide them through the writing process.
Independent

Teacher Will: Student Will:

TW instruct students on writing conclusion of a paragraph by SWBAT write a paragraph of conclusion by restating the thesis
restating the thesis statement in a different way than the former. and divisions of the essay.
TW write a paragraph of conclusion as an example on teacher TSW write a paragraph of conclusion:
created anchor chart. TSW restate the thesis and divisions of the essay.
TW restate the thesis and divisions of the essay-direct modeling. TSW bring the essay to an appropriate and effective close.
TW clarify what it means to digress into new issues. TSW avoid digressing into new issues.
 Co-Teaching Strategy/Differentiation
Practice
Lower level students will work in a small group in the back with teacher. Anchor chart will be in front for students to refer back to.
Higher level students may have the option to type their essay out on the computer.

Closing/Student Reflection/Real-life connections:

Clarifying Questions: What are the criteria for an informative/expository essay? What’s the difference between a narrative essay and an
informative essay? When would you need to write an expository essay in real life? What did you learn today that you didn’t know before? How
did you feel about writing a concluding paragraph? Did it really send a message to your reader by stating the same thing but in a different way?
What would you do different the next time you have to write an informative/expository essay? Great job! 