INTENSIVE ENGLISH LITERACY WRITING
(IE Pre-Secondary 11-year-old-Secondary)
ESSENTIAL UNIT 28 (E28)
(Expository Writing)
(July 2014)
Unit Statement: In this unit the student will write in the expository mode; learning to classify and organize ideas and details. The student will create classifications or instructions while applying transitional terms for coherence. The student will write an expository essay or produce a short film for their portfolio or e-portfolio.
This unit should run concurrently with Essential Unit E28 of Intensive English PS Reading—Nonfiction Analysis.
Essential Outcomes: (must be assessed for mastery)
1.The Student Will write routinely in a journal in the expository mode.
2.TSW apply transitional terms in writing.
3.TSW convey ideas and details, clearly and accurately.
4.TSW apply sequencing in writing.
5.TSW create a thesis statement.
6.TSW write an expository essay or produce a short film with a script (artifact for the portfolio unit).
Practiced/Ongoing Outcomes: (not formally assessed)
1.The Student Will apply the writing process and Six plus One Traits.
2.TSW create a thesis statement.
3.TSW apply textual evidence to support ideas, types and details.
Key Terms and Concepts:
expository writing / sequence / transitional termsSuggested Teacher Materials:
Anderson, Jeff, and Kelly Gallagher. Prentice Hall Writing Coach. Upper Saddle River: Pearson
Education, 2012. Print. Teacher’s Ed. (T144A-168).
Suggested Student Resources:
Anderson, Jeff, and Kelly Gallagher. Prentice Hall Writing Coach. Upper Saddle River: Pearson
Education, 2012. Print. (144-168).
Technology links:
Destiny Webpath Express (found in school library)
Use this search engine to find age-appropriate websites that align with your unit.
Purdue’s Owl (Online Writing Lab) has resources to assist in writing in the expository mode.
It is highly recommend that you explore Online Writing Coach. It contains lesson plans,graphic organizers, assessments, interactive student grammarexercises, an interactive writing center, the Writing Coach e-textbookand more. The website keeps track of students' online activities, grades, andmore. Automated paragraph and essay grading requires the engagement of specific writing prompts.
A short YouTube video that assists in the explanation of expository writing.
Suggested Strategies and Assessment Tools:
Apply writing prompts to explore the expository mode. Different types of expository essay writing include, definition, process, cause and effect, opposing sides, and compare and contrast.
Students can take various activities from outside of school; skateboarding, gaming, cycling, sports, and create a list of qualities (details) that fall under each category. Have them come into groups to discuss if the qualities are details or categories of their own. This will assist their understanding of typology. Categories and supporting details are crucial to expository writing.
The students can construct a definition of a game or sport they like.
The students can write recipes, and collect them into class recipe book.
The students can explain a historic event.
The students can discuss opposing ideas.
The text suggest cause and effect or a classification essay.
The student can also write an informative article for a school or community newspaper.
The student can create a “how to…” or safety video.
RUBRIC FOUND ON FOLLOWING PAGE………………………………
IE LITERACY PS Writing Suggested Essential Unit E28 Rubric
Name ______Class ______Date ______
•All TSWs must be mastered for a ‘B’.
•4 of 5 ‘A’-Level blocks should be met for an ‘A’.
•Teachers may choose to use their own rubrics; however, all TSWs must be assessed.
TSW / ‘A’ LEVEL / ‘B’ LEVEL / ‘P’- Notes1. Write routinely in a journal in the expository mode. / The student writes routinely in a journal.
2. Apply transitional terms in writing. / The student applies transitional terms often, giving a heightened coherence to their writing. / The student applies transitional terms in a manner which demonstrates understanding but with occasional misuse, or picks correct usage in a familiar context.
3. Convey ideas and details clearly and accurately. / The student’s process of classification conveys clear ideas. / The student classifies their ideas (opinions) but sometimes confuses them with their details (support).
4. Apply sequencing in writing. / The student sequences in a manner demonstrating strong linear logic in writing. / The student sequences with occasional misuse or was able to demonstrate usage in a worksheet or assessment.
5Create a thesis. / The student creates a clear thesis in their essay. / The student thesis could be inferred but could be improved.
6. Write an expository essay or produce a short film; applying textual evidence if needed (You can apply the Six plus One Traits rubric). / The student writes an expository essay or produces a film, demonstrating most of the skills above to an above-mastery level. / The student produces an essay or film that demonstrates most of the skills above to a mastery level.
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QSI IE LITERACY PS WRITING E28
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