Expository Texts
Learning Module
- Creator(s):
This module was designed with the intent to create comprehension and understanding of the 5th Grade English Language Arts standard relating to expository texts. The module correlates with the Champaign Unit 4 School District's goals for English Language Arts. It will focus on areas that will allow students to display mastery and competence of the both the Champaign Unit 4 District goals and the Illinois Common Core State Standards for 5th Grade English Language Arts relating to expository texts.
This module will be presented similarly to a hybrid class structure. This means students will be required to be physically present during direct instruction to allow for collaboration and peer interactions but will have the opportunity to independantly work on the updates. Updates and work required for the class will be posted and submitted throught the Common Ground Scholar platform. Additionally in this module the majority of research for the final project will be completed outside of regular class hours. If desired educators can structure additional time for research throughout the regular school day.
Reading
CCSS.ELA-LITERACY.RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
CCSS.ELA-LITERACY.RI.5.5
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
CCSS.ELA-LITERACY.RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Writing
CCSS.ELA-LITERACY.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.5.2.A
Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.5.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.)
CCSS.ELA-LITERACY.W.5.7
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Lesson Objective:
Students will engage in collaborative discussion about expository texts. They will provide examples about texts that they think are expository texts and productively engage with peers about whether they agree of disagree.
Rationale:
Effective instruction of the introductory lesson will engage students in expository texts and will allow for further inquiry. During the introductory lesson students will be encouraged to idenfity their thoughts about exposiotry texts in anticipation for creating a final project based on their understanding of expository texts.
Teaching Guidelines:
Students should be provided with plenty of think time to process and collaborate with peers about expository texts.
Expectations for productive classroom and partner collaboration should be discussed prior to whole group sharing.
When students are discussing as a group the teacher should act as a curator or facilitator to allow students to guide the conversation in a productive manner. Questions that are directly addressed to the teacher should be answered in an open-ended manner to provide students with maximum discussion opportunities.
Objective: Today we are going to be discussing a type of text known as an 'expository' text. First of all we will have a whole group discussion about what we think expository texts are that will be submitted through https://www.mentimeter.com/, then we will watch a video describing expository texts. After the video you will have the opporunity to ask questions about expository texts, then you will work in partners to come up with specifc examples of expository texts and then you will complete a short quiz that has true false statements about information you heard in the video.
First: What do you think an expository text is? This is the question you need to respond to on https://www.mentimeter.com/. We will discuss these responses once everyone has submitted an answer.
Second: We are now going to have a short whole group discussion about the worlds on the mentimeter. Do you agree or disagree with any words up there? Now we are going to watch an informative video about expository texts. This video link will be on scholar if you want to rewatch it at any point. https://www.youtube.com/watch?v=50GwjMXhSjU
Third: Are there any questions about what an expository text is? You now have the opportunity to work with a partner to come up with specific examples of expository texts that you will share with the class.
Fourth: There will be a short survey that is related to the information in the video. Please complete this survey and create a comment on this update highlighting your understanding of expository texts currently. What could be confusing about understanding expository texts? Is there anything you wish the video went more in depth about?
Lesson Objective:
Students will be able to recall the information about expository texts from the previous lesson and apply it to today's lesson on biographies.
Rationale:
Biographies are included under the umbrella of expository texts. Students will be able to apply their knowledge to identify aspects of expository text structure in a biography. In this update students will read and engage with a biography and will identify specific examples of expository text structure via a graphic organizer. They will then share their examples with the class and explain why they chose specific information for their graphic organizer. Additionally after reading the text students will take a short quiz that relates to comprehension and text structure. This particular activity will assist students with establishing a mindframe that actively looks for aspects of expository text structure in text. This will be beneficial for students when they have to create their own biography later in the unit.
Teaching Guidelines:
This update focuses more on the students in the class as individual learners as opposed to allowing for collaborative work. If you so choose, you could allow the students to indentify the specific expository text examples in partners to increase peer interaction and teaching.
Students will most like identify the photographs as aspects of expository texts. Encourage students to locate the chronological order of events in the biography as well as information about expository texts that they rememeber from the video and quiz. Additional probing questions could be 'why are photographs included in an expository text' or 'why should biographies be written chronological order'?
Objective: Today you will utilize the information about expository texts from the previous lesson and video and apply it to today's lesson on biographies.
First: Read this biography about how scientist Lise Meitner helped discover nuclear fission.
Second: Complete the graphic orgainzer alongside rereading the biography. This will allow you to delve deeper into the biography and identify important information relating to expository text structure.
Third: Utilize the information in your graphic organizer when discussing aspects of expository text specifcally related to biographies.
Fourth: For homework complete the quiz on the biography of Lise Meitner. Comment on this update about how you personally think that she made an impact on the scienfitic field.
Lesson Objective:
Students will be able to recall the information about expository texts from the previous lesson and apply it to today's lesson on recipes.
Rationale:
Recipes are included under the umbrella of expository texts. Students will be able to apply their knowledge to identify aspects of expository text structure in a recipe. In this update students will locate and engage with a recipie and will identify specific examples of expository text structure via a graphic organizer. They will then share their examples with the class and explain why they chose specific information for their graphic organizer. Additionally after reading the text students will take a short quiz that relates to comprehension and text structure. This particular activity will assist students with establishing a mindframe that actively looks for aspects of expository text structure in text. This will be beneficial for students when they have to create their own biography later in the unit as they will have been exposed to multiple examples of expository texts in various context.
Teaching Guidelines:
This update focuses more on the students in the class as individual learners as opposed to allowing for collaborative work. If you so choose, you could allow the students to indentify the specific expository text examples in partners to increase peer interaction and teaching.
Students will most like identify the photographs and order of events as aspects of expository texts. Encourage students to locate the description in the recipe as well as information about expository texts that they rememeber from the video and quiz. Additional probing questions could be 'why are descriptions included in an expository text' or 'why should recipies be written chronological order'?
Objective: Today you will utilize the information about expository texts from the previous lesson and video and apply it to today's lesson on recipies.
First: Locate a recipie from https://www.foodnetwork.com/recipes/food-network-kitchen/berry-dessert-lasagna-4623226.
Second: Complete the graphic orgainzer alongside rereading the recipie. This will allow you to delve deeper into the recipe and identify important information relating to expository text structure.
Third: Utilize the information in your graphic organizer when discussing aspects of expository text specifcally related to recipe.
Fourth: For homework create your own recipe. Then create an update about how your recipie is an expository text. (Make sure to attach your recipe.)
Lesson Objective:
Students will be able to identify features of expository text in an essay.
Rationale:
This lesson engages students in expository text analysis and allows students to address features of an expository text in an essay. In this update, students will analyze the text structure of "Garden School in the Old Days" and then determine what they feel are good examples of expository text structure. This ties into many of the previous lessons in which students locate evidence to support their ideas.
Teaching Tips:
Students will most likely need to read "Garden School in the Old Days" more than once. Considering having students read independently and then with a partner.
To make the assignment more involving, consider allowing students to demonstrate and explain how they know the text is an expository text.
Lesson Objective: Today you will be able to identify features of the expository text "Garden School in the Old Days" in an essay. You will have to write down details that make the text expository using the graphic organizer.
First: Read "Garden School in the Old Days"
Second: Complete the graphic orgainzer alongside rereading the text. This will allow you to delve deeper into the essay and identify important information relating to expository text structure. Imagine you are the teacher!
Third: Utilize the information in your graphic organizer when discussing aspects of expository text specifcally related to essay.
Fourth: For homework create your own checklist for what you need to include in an expository text. Then create an update about how your checklist includes everything that an expository text requires.
Lesson Objective:
Students will be able to use active research strategies to create an outline of a biography.
Rationale:
Many students will struggle to create an outline of a biography. Have students brainstorm in partners or small groups about what a good biography should include, then discuss as a whole group. Additionally provide students with a graphic organzier that assists them in establishing the outline for their biography. Students will then research their chosen individual for homework.
Teaching Guidelines:
Some students may be hesitant to settle on an individual to create a biography about. To limit options the teacher could state a specific time period that the individual has to have lived in, or a specific field that the individual influenced.
Lesson Objective: Today you will be able to use active research strategies to create an outline of a biography.
First: Brainstorm with a partner about what feature are included in a good biography.
Second: Look at the list of the pre-approved websites for researching your individual.
https://sites.google.com/a/wcpss.net/5th-grade-biography-research/
Third: For homework research your chosen individual and complete the graphic orgainzer whilst creating your outline for your biography. This will allow you to stay focused when researching.
Lesson Objective:
Students will utilize their knowledge of expository texts and biographies to create a first draft on their chosen individual.
Rationale:
Provide students with an entire class-period to begin creating their first draft of their biography. Allow for productive struggle to occur but assist students with guiding questions as appropriate.
Teaching Guidelines:
Some students will be unsure of how to begin writing their first draft. Refer them to their graphic organizer of the outline that they utilized in the last lesson
Lesson Objective: Today students will utilize their knowledge of expository texts and biographies to create a first draft on their chosen individual.
First: Have your outline of your biography near by so that you can refer to it when you are writing you first draft. You will have the entire class period to write your first draft.
Second: Once you have finished with your first draft reread it to check for any errors or mistakes. Also reference your outline to ensure that you have included all the information.
Lesson Objective:
Students will peer review their work and create a final draft of their biography.
Rationale:
Provide students time to work in partners peer reviewing their work. Ensure that students are aware of constructive criticism vs. criticism. Additionally allow students time to start on their final draft of their biography. The final draft will be submitted through Common Ground Scholar and a rubric is available for viewing.
Teaching Guidelines:
Some students will not take constructive criticism well. Anticipate this and allow students to have restorative conversations if needed.
Lesson Objective: You will peer review your work and create a final draft of your biography.
First: You will provided with time to peer review your work witha partner. This will mean you are giving and receiving constructive criticism. This is an opporuntiy to support your peers and assist them in establishing a better piece of work.
Second: Once you have had your work peer reviewed you may begin creating the final draft. The final draft will be submitted through Common Ground Scholar. A rubric is available to view.
Third: Respond to the survey.