Design for Learning

Instructor: Chelsea Bowden

Lesson Title: Expository Writing
Curriculum Area: ELA

Grade Level/Cooperating Teacher: 4th Grade/Watkins

Date: Wednesday, April 12th
Estimated Time: 45 Minutes

Standards Connection:
23.) Write informative or explanatory texts to examine a topic and convey ideas and information
clearly. [W.4.2]
Learning Objective(s):
By the end of the lesson, students will have brainstormed and written an expository piece in draft
form for writers workshop.
Learning Objective(s) stated in kid-friendly language:
Today boys and girls, we are going to be learning about expository writing. You are going to
brainstorm and write a draft for an expository prompt today, which we will use over the next
couple of classes during writers workshop.
Evaluation of Learning Objective(s):
The students will complete a brainstorming activity, which will help them draft their expository
piece. Once the students have brainstormed, the students will write their first draft for the
prompt: If you could make changes to your school lunchroom what would they be? The teacher
will collect the rough drafts and review them before the next class meeting. This will serve as a
formative assessment check to see what parts of the expository writing prompt the students did
not understand and she what she can make clear, as she continues to teach the students about
expository writing, during writing workshop.
Engagement:
The teacher will explain to the students that they are going to be learning about expository
writing and that they will draft their first expository writing in class today. Boys and girls, today
we are going to be learning about expository writing. Does anyone know what an expository
writing prompt is? Those are some good guesses. Well today we are going to learn about
expository writing and you are going to get to write your first draft in an expository writing
form. Does that sound good? Great! The teacher will move onto the teaching portion to identify
expository prompts using examples and non-examples, prior to brainstorming for the prompt.
Learning Design:
I. Teaching:

The teacher will present the students with two different essays and they will determine why one
is an expository prompt and why the other is not, using the strategy examples and non-examples.
Boys and girls, I have two prompts, both are considered expository, but we are going to
investigate why one is expository and why the other is not. The teacher will read the first
example of a non-example expository writing and ask the students why. Friends, why do you
think this not an example of an expository writing? The students will share their opinions and
they will discuss as a class through turn-and-talk, etc. Now, lets look at an expository prompt
that is an appropriate example. The teacher reads the second essay and the students and teacher
talk about why it is an appropriate example of an expository writing. This will help the students
identify how and what is expected when they begin writing and brainstorming. Boys and girls,
expository writing is writing that seeks to explain, illuminate or 'expose' (which is where the
word 'expository' comes from). This type of writing can include essays, newspaper and magazine
articles, instruction manuals, textbooks, encyclopedia articles and other forms of writing, so
long as they seek to explain. Expository writing differs from other forms of writing, such as
fiction and poetry. In fact, this lesson itself is an example of expository writing. I am explaining
to you what expository writing is. Does that make sense? Great! Most expository essays have an
introductory paragraph in which a thesis or objective is stated, several main body paragraphs
that prove or explain what is in the introduction and a concluding paragraph in which
everything is summed up. Does that make sense? Good. As we over the brainstorming activity, it
will make more sense. The teacher moves on to the practice where the students will begin
brainstorming for their first draft.
II. Opportunity for Practice:
During the practice time the students will complete the brainstorming activity where they will
write the details and information that will help them write their expository prompt. Boys and
girls, I am now going to present you with the expository writing prompt. It will be on the top of
paper for your writing draft that I give to you now to look at, but dont write the draft paper yet
you need to brainstorm first. The teacher will pass out the materials and ask one of the students
to read the prompt. Can I have a friend please read the prompt for the class? Thank you friend.
The prompt is: If you could make changes to your school lunchroom what would they be? So,
you are going to need to brainstorm what changes you would make to the lunchroom and why! It
is important that when you are writing this paper, you explain all your reasons. Does that make
sense? Great. Look at your brainstorming sheet. The teacher will review what she wants the
students to fill out on the sheet before letting them go to work on it. You are to write what you
would change about the lunchroom in the middle of the graphic organizer and then write the
reasons why in the outside bubbles. This will explain to the reader why you would make those
changes. Does that make sense? Great. You need to do this independently and focus on your own
work. This is not a group paper. You may begin and I will walk around and make sure you are on
task know what to do. Okay? Good. The teacher walks around and assists the students with their

brainstorming. Once most of the students have completed brainstorming, she will move to the
assessment, which will simply be there first draft of the writing prompt.
III. Assessment:
The students will write their expository draft for the given prompt during their assessment time.
They will have 30 minutes to complete their draft for the prompt. Boys and girls, we are going
now write our first draft for our prompt. This is to be done independently and quietly. You should
include the details and information you brainstormed and you may use the brainstorming sheet
to help you write your draft. Okay? Great. The teacher will instruct the students to pull of a piece
of paper and a pencil to begin writing. She will allow them 30 minutes to complete the first draft
before she collects it. Okay, you may now pull out a piece of paper and a pencil. You are going to
have 30 minutes to write a five paragraph expository piece, which I will collect at the end of the
time. Do you understand? Awesome! Remember, you may use the materials you have on your
brainstorming sheet as a reference for writing. Please try your best and work hard because I will
be looking at these. You may begin. The teacher lets the students begin and she circulates the
rooms as they work on the essay. She makes sure all the students are clear about what they are
suppose to be completing as she is walking around. After about 30 minutes, she will collect the
essay. The teacher transitions to the closure.
IV. Closure: The teacher will collect the materials and expository drafts from the students. She
will then close the lesson out by telling the students what they next steps will be as they continue
learning about expository writing. Friends, I am going to walk around and collect all the
materials you have done today, your brainstorming and first draft of the writing prompt. The
teacher walks around and collects the materials. Great job today boys and girls. Tomorrow, we
will revise our drafts during writing time. I will look over these this afternoon and make some
notes for you. Does that sound good? Great. Well then, you all did an awesome job and we will
continue to work with these drafts over the next couple of classes. Great job today friends! We
are finished; its time to move on to the next activity. The teacher ends the lesson and the students
move onto the next activity.
Materials and Resources:
Example/Non-Example Expository Papers
Brainstorming Worksheet
Draft Paper (Provided)
Pencils
Differentiation Strategies (including plans for individual learners):
Extension- The teacher will provide students who need to extend their learning, a more complex
expository prompt to complete. This will help the student(s) and teacher gage where they are in
writing expository pieces and what they need to support higher-levels of thinking in writing.

Reteaching- The teacher will sit with the student(s) who need further explanation of expository
writing, once the teacher reviews the students drafts. She will review what students drafts and
pull the students during the next class who need help. The teacher will work one-on-one with
students who need more help.
Data Analysis: All the students completed the writing prompt and did a good job completing
what I asked of them. After reviewing their papers, it is evident that some students really took off
with topic and gave lots of details and information, while other students were not has motivated
by the topic. The students did a great job of the explaining what they would change in the
lunchroom and why. It is evident that they understood the prompt and what they were asked to
write. Overall, I am pleased with the students writings and will make notes for each student to
use during revisions.
Reflection: Overall I am please with the outcome of this lesson and the students efforts on the
beginning draft. There are some students who lacked details and information, while others
produced great expository pieces immediately. The next steps are for me to revise their work and
return it to them for revision as well. Once, this is complete the students will rewrite the draft for
my reviewing and grading. The biggest concern if that students arent understand the purpose
behind what they are doing, so theyre not putting forth their best effort. I want the students to be
motivated to learn, but some lack in wanting to put forth the effort in their writings. In
conclusion, I am pleased with the outcome of the expository writings and look forward to
publishing their final products.

Samford University
Design for Learning