Oaklyn Public SchoolContent Area: English Language Arts

Unit Title: Expository Writing

Grade Level: Eighth Grade

Unit Summary: This unit will introduce the student to strategies to conduct research for a research paper, improve organization of an expository writing piece, utilize the steps of the writing process, and write using clear topic sentence, relevant and elaborative supporting details, transitional words, and appropriate voice. Students will find sources and take notes, be able to paraphrase ideas, eliminate wordiness in writing, and cite sources correctly. Students will also practice responding to various expository prompts by writing an informative essay in preparation for standardized tests.

Primary Interdisciplinary Connections: Social Studies Science Technology

21st Century Themes: Standard 9.1 – 21st Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

A. Critical Thinking and Problem SolvingThe ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time.

Unit Rationale: Students need to be able to develop a reasonable topic for a research report, identify appropriate sources for research, conduct research, and recognize the characteristics of a well-written expository piece in order to apply these qualities to their own writing. In order to develop critical thinking skills and problem solving strategies, students need to be able to recognize a purpose for writing, adjust the structure of the writing piece to the purpose and audience, and organize their details in a logical and effective manner that will achieve the purpose of relaying information to the reader.

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Learning TargetsStandards :

Reading for Informational Text (RI): Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, and Range of Reading and Level of Text Complexity.

Writing (W): Text Types and Purposes, Production and Distribution of Writing, Research to Build and Present Knowledge, and Range of Writing

Language (L): Conventions of Standard English, Knowledge of Language, and Vocabulary Acquisition and Use.

CPI Number

Cumulative Progress Indicator (CPI)

RI1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RI2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

RI8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

W2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

W7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow

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for multiple avenues of exploration.W8 Gather relevant information from multiple print and digital sources, using search terms

effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SL4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

SL5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

SL6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.b. Form and use verbs in the active and passive voice.c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.d. Recognize and correct inappropriate shifts in verb voice and mood.

L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.b. Use an ellipsis to indicate an omission. c. Spell correctly.

L3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

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Unit Essential Questions How do good writers express

themselves? How does process shape the writer’s product?

How do writers develop a well written product?

How do rules of language affect communication?

Why does a writer choose a particular form of writing?

Unit Enduring Understandings Good writers develop and refine their ideas for

thinking, learning, communicating, and aesthetic expression.

Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts.

Rules, conventions of language, help readers understand what is being communicated.

A writer selects a form based on audience and purpose.

Unit Learning TargetsStudents will . . .

Read a published model of an expository essay and discuss the characteristics of a well-written expository essay

Identify characteristics of an expository essay List ideas for a research report, discuss ideas with a partner, and choose appropriate topic to write

about Skim books and articles to identify potential sources for their research report Choose at least four appropriate sources for their research Differentiate between fact and opinion in a writing piece Paraphrase sources and attribute exact quotations Take notes on note cards and organize sources of information Organize note cards and make sure they have enough information Cite sources correctly Make outlines for research report Write from an outline by doing each of the following: Write a topic sentence for each main topic on their outline Write at least one paragraph for each main topic Include examples, details, comparisons, and quotations that add interest and support each topic Use transitional words and phrases to make their report easy to follow Evaluate their research reports using a rubric Revise their working draft, based on self-evaluation Discuss their working draft in a writing conference Make further revisions based on the conference and on revision strategies Write a final draft of a research report

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Present findings from research reports in multimedia presentation Write an informative essay for a standardized test using all steps of writing process

Evidence of LearningSummative Assessment: (Three class periods)

Expository Writing Rubric for Research papers, using the NJ ASK 6-point Rubric for standardized test writing prompts

Formative Assessments:

Prewriting Graphic Organizers Teacher Observation of Group Editing Peer Editing Comment Sheets Note Cards Research Paper Outline Rough Drafts Of Essays

Equipment Needed:

Overhead Projector Computers Chalkboard Sample Expository Writing Pieces

Teacher Resources: Elements of Language, Second Course, Holt, Rinehart and Winston, 2007 Supplemental sample expository essays

Lesson PlansLesson Timeframe

Lesson 1: Identification of Key Elements of Ideal Expository Essay Students silently read an exemplary expository writing piece and mark-up important parts of structure and content of essay. Discuss as whole group the important elements of the essay and what make it an effective writing piece.

One class period

Lesson 2: Teacher Modeling of Prewriting Process Students create an idea web to narrow and focus topic; skim books and articles to identify potential sources; develop research question that will become topic of their research paper

One class period

Lesson 3: Begin Research Process Students will choose at least four appropriate sources for their research; teacher will demonstrate how to create a

One class period

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source card for each source.

Lesson 4: Taking Notes: Paraphrasing vs. Plagiarizing Teacher will demonstrate how to use sources for taking relevant notes on note cards for research report. Teacher will emphasize importance of paraphrasing instead of plagiarizing and the importance of protecting ideas as intellectual property. Students will practice taking notes and paraphrasing information.

One class period

Lesson 5: Taking Notes Students will utilize class time to write note cards using their source materials. Teacher will be available for answering questions and providing guidance in note taking process.

One class period

Lesson 5: Outlining Teacher will demonstrate process of organizing note cards to create an outline. Outline should be organized by paragraph and each paragraph should have its own main idea statement. Students will organize note cards and make sure they have enough information; make outlines for reports.

One class period

Lesson 5: Writing from an Outline Students will write a topic sentence for each main topic in their outline and write at least one paragraph for each main topic. Include examples, details, comparisons, and quotations that add interest and support each topic. Use transitional words and phrases to make their report easy to follow.

One class period

Lesson 6: Student writing of first draft Students will elaborate on paragraphs from last lesson and develop first draft of their research paper.

One class period

Lesson 7: Self editing and peer editing Students will trade papers with peers. Using writer’s checklist from NJ ASK and feedback form, students will evaluate peer papers and make comments on feedback form regarding strengths and weaknesses of papers.

One class period

Lesson 8: Teacher/student conferences Students will discuss their working draft with the

Two class periods

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teacher in a writing conference. While students are meeting with teacher, rest of class will work on making revisions to their working drafts.

Lesson 9: Final draft Students will use revisions to write neat final copies of their research reports.

One class period

Lesson 10: Research Paper Presentations Students will prepare to give a multimedia presentation of their research report. Students will make notes about the most important points of their reports and practice speaking loudly and clearly to an audience to present their findings. Students may use PowerPoint to enhance the presentation of their information. Students will then take turns presenting their research reports.

Two class periods

Lesson 11: Responding to Expository Prompts Teacher will give students examples of high-scoring papers from NJ ASK and have students work in groups to comment on strengths and weaknesses of papers using NJ ASK writer’s checklist, rubric, and feedback forms. Students will share comments in whole group session.

One class period

Lesson 12: Responding to Expository Prompts Teacher will provide students with expository prompt that may appear on NJ ASK. Students will respond to prompt in timed setting by prewriting and writing expository essay.

Two class periods

Teacher Notes: Lessons will be developed to address learning needs of students as reflected in NJ ASK scores.

Curriculum Development ResourcesClick the links below to access additional resources used to design this unit:New Jersey Department of Education http://www.state.nj.us/education/Houghton Mifflin Middle School English http://www.eduplace.com/rdg/hme/6_8/Ebscohost http://ebscohost.com/

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