This lesson plan will allow students the chance to reflect on things they already know how to do, while learning new things to add to their lists. First, students will make a list of five things they know how to do and will share this list with the class. Then, the teacher will demonstrate the process for writing an expository essay by the using the “How to Make Jungle Chicle” PowerPoint on the TIDES website. Students will create a class-generated flowchart and learn how to change the flowchart into a three paragraph essay by adding details. Finally, the students will write their own expository essay which they may read out loud to the class once they are completed.
Created by April Grady, July 2007
Objectives 1.3 The student will, within a given context, produce an effective composition for a specific purpose. (TEKS: 6.15CH, 6.18CD)
The teacher will engage students in writing an expository essay (specifically, a “How to…” essay) by having the students make a list in their journals of 5 things they know how to do. Allow 3-4 minutes before sharing with a partner and/or whole group.
The teacher will review the stages of the writing process (i.e. prewriting/brainstorming, writing, editing, revising, and publishing) with the class. The teacher will demonstrate the process for writing an expository essay by using the “How to Make Jungle Chicle” PowerPoint on the TIDES website.
1. The teacher will show the PowerPoint presentation “How to Make Jungle Chicle,” discussing the content of each slide and addressing any questions the students may have.
2. The teacher will have the students copy a flowchart which they will use in the prewriting step of the writing process (refer to the sample flowchart). This will help organize thoughts.
3. The teacher will show the PowerPoint presentation again, allowing enough time for students to organize the information from each slide into the flowchart.
4. Students will work in pairs or small groups to compare flowcharts and make changes as needed.
5. As a group, the students will create a class-generated flowchart on chart paper or on a chalk/white board. (The teacher may call upon a scribe or volunteers to help complete the class flowchart.)
6. The teacher will model how to change the flowchart into a three paragraph essay by adding details. The student will write along with the teacher. Together, the teacher and the students will discuss the last steps of the writing process (editing, revising, and publishing) and how they will apply to the class example.
The students will use their own previously brainstormed ideas in the focus activity to compose their own expository essay. The students will participate individually in the prewriting and writing steps of the writing process. The students will work in pairs or small groups during the editing and revising steps (the teacher may want to choose one or two conventions to focus on when editing). Finally, the students will publish their compositions along with illustrations. Allow the students to pass around their essays for others pairs or groups to read. Have volunteers read their essays aloud.
Print out a copy of the “How to Make Jungle Chicle” PowerPoint. Separate each picture from its clue and place in a Ziploc bag or envelope. The student will dump the contents onto their table and mix them up. Next, have the student match the picture with its clue. Finally, the student will glue the picture along with its clue in the correct sequence. Have the students check their work by reviewing the slide show.
