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c Expository a
c 
c 6th
Writing


    The student demonstrates competence in a variety of genres.

The student produces writing (multi-paragraph expository composition such

as description, explanation, comparison and contrast, or problem and solution)
that:
a. Engages the reader by establishing a context, creating a speakerǯs voice, and
otherwise developing reader interest.
b. Establishes a statement as the main idea or topic sentence.
c. Develops a controlling idea that conveys a perspective on the subject.
d. Creates an organizing structure appropriate to purpose, audience, and context.
e. Develops the topic with supporting details.
f. Excludes extraneous and inappropriate information.
g. Follows an organizational pattern appropriate to the type of composition.
h. Concludes with a detailed summary linked to the purpose of the composition.
c

 

c
Students will understand the difference between fiction and non-fiction writing
(explanation).
Students will understand that by establishing a topic, a voice, and through an organized
development of a topic, they can maintain a reader's interest in a variety of genres
(interpretation).
Students will understand that non-fiction writing is important in our daily lives
(application).
Students will understand that by developing a controlling idea, a strong perspective of the
subject matter in non-fiction writing will be achieved (perspective).
Students will understand that their writing must be clear to a variety of audiences of
different abilities and understandings (empathy).
Students will understand that through revisiting and revising their writing, and with a use
of reference materials and a rubric, they can find their mistakes and become better writers
(self-knowledge).
c


c
c
c



c
c 

c
c
How do non-fiction texts help us relate to What writing techniques do authors use to
the world around us?c explain how to complete a task?
How do fiction and non-fiction texts
compare and contrast?c How does a writer produce a multi-step
c expository product?
c
‰c
c
c

‰c 
c

Students will know: Students will be able to:

That non-fiction is based upon facts and Distinguish between fiction and nonfiction
concepts that are proven, while fiction is writing.
based upon stories that are not true.
Produce an expository essay appropriate to
That authors must establish a voice, a their audience.
context, a main idea with supporting
details, and an organizing structure based Create an organizational structure
upon the type of writing they are doing. appropriate to the type of writing they are
producing.
c
Exclude extraneous details and information
that are not important.
c
Self-check their own writing to ensure
c accuracy in spelling, grammar, and usage.



c
c

c Technology Day - In the computer lab, students will take a pre-assessment that
addresses expository writing using the following website:
[Link]
After completion of the pre-test, students will then look at the terms and will play Scatter on
the website, challenging themselves for a higher score each time - minimum of 5 times.
Students will write down their score in their agenda each time.

D
c (H) Students will be asked why directions are important in our everyday lives. The
teacher will read i


to the class. The teacher will discuss what Amelia's
problems were throughout the book (that she took what she was told to do much too
literally and she did not have clear instructions).
(W) Students will be introduced to essential questions and to the student learning map for
the unit i 

  
c

c (E) Students will brainstorm times in which they must rely on written directions to
complete a task. Students will look at their student learning map and will produce a list of
vocabulary words that will be important to define before beginning the unit. (The teacher
expects the following words to be included: expository, context, voice, perspective,
conventions). Students will work in groups to define words and will present the word to the
class using the Frayer model 


 



c (E) The teacher will have one student present to the class verbal instructions on how
to perform a simple task such as putting on shoes or putting on a ring. Students will attempt
to follow instructions taking note of where details were missing. This will be repeated
several times with different students attempting to give thorough instructions.
(R)Students will collaborate on reviewing how the steps of the process could be improved.
Students will reflect on the process by answering the question "How could this process be
improved upon?"
c

c (E-2)Students will be given a simple process (making a p,b&j sandwich, washing a
dog, wrapping a present, etc) and will work in small groups writing steps to complete the
process on a graphic organizer. Each student will turn in his own graphic organizer 


i 

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c

c  (R) After teacher looks over graphic organizers and returns to students, students will
trade with another group and will collaborate on reviewing the steps and offer suggestions
on improvement.
(E) The teacher will discuss putting instructions in the correct order to ensure clarity. The
teacher will present groups with cut-apart steps in a process. Students will attempt to put
the steps in order (

i 

 . *Differentiation - some students will have
instructions with transition words included.
(R)One person will read the steps aloud and the rest of the class will offer feedback to if the
steps are in the correct order.


c (E)The teacher will discuss expository writing and the importance of establishing a
context and creating a perspective of which it was written.
(R)Students will be shown a series of sample expository essays and discuss with students
the following: Why was this written? For whom was it written? What is the purpose of this
essay? What is the topic sentence? What details support this topic sentence? Sample essays
will come from: [Link]


c (E-2)Students will be given an expository essay in which they will read and analyze.
They will then discuss with a partner (

i 

  (E)Students will be introduced to
their performance task - Fit Deck Project 

i 

  


  




c  (E)Guest speaker (PE teacher or Coach) will come to class to demonstrate simple 3
step exercises and the cautions that need to be considered. Students will take notes and
begin thinking about what type of exercise they will describe.


c! Technology Day - (E)Students will visit the computer lab to research fitness
exercises that can be done without equipment and can be modified for different fitness
levels. Students will explore: [Link] to see 3 step
exercises. Students will also research different aspects of the Fit Deck:
[Link]

c

c (E)Students will be given graphic organizers to list steps of their exercise. Students
will complete 3 steps of their exercise. *Differentiation - some students will be given blank
graphic organizers, some will have partial information filled in, others will be given a set
exercise with some instructions already complete (

i 

 


c (R)Students will have an area on their graphic organizer for peer feedback. Upon
completion of listing the steps, students will seek feedback from 2 peers before
conferencing with teacher for feedback.


cc(E)After conferencing with teacher, students will receive an index card and will
begin their final product based on the sample in attachment 5. 


  


(R) Students will have individual students attempt to perform exercises and will modify as
needed.
c

c (R) Students will present exercise cards to class. Peers will evaluate using the peer
review rubric on the FitDeck handout 

i 

  Teacher will evaluate using
rubric (

i 

 !
(T)Students will choose several exercises that they can easily perform for their own
personalized "Fit Deck."


c Students will take a post test that addresses different organizational patterns of
writing and asks students to analyze expository writing examples through a series of
questions.
(R)Students will reflect on the effectiveness of the Fit Deck to expository writing. c
c

c
 
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*Fit Deck Podcast
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c
a
cYour goal is to develop a set of exercises to be used by a class of 6th graders.
&cYou are a coach who teaches physical education.

cThe target audience is a 6th grade class of varying athletic abilities.



cThe challenge involves dealing with students who are both extremely motivated
and athletic as well as students who are not physically fit and are unmotivated to exercise.
There is very little exercise equipment available in this gym, so these exercises must not
require any additional equipment. The exercises must have clear instructions and must
have varying levels of difficulty to include all athletic abilities. These exercises must also be
fun so that even the most unmotivated students will want to participate.
 c 
c
c  You will create a series of exercises, each involving 3-
4 steps, in order to allow students to pick which exercises they will perform during physical
education class. You will include a graphic that will accompany the written instructions and
will further explain the process.


c
c'


c ccYour product will be judged by the ability of a group
of 6th graders to understand both the written instructions and the graphic and the ability of
the group to be able to perform the exercise.
#
cc



 - Student can explain that listing the steps in a process is a real aspect
of non-fiction writing. The student shows through his development of steps that he/she
understands the difference between "real" and "fake" actions that could be taken. The
student does this by developing steps that a person could truly accomplish.
#
ccc(  

 - Student is able to establish a topic and organizational pattern to
carry through a process. The student does this by deciding upon an exercise, naming it, and
describing the steps.
#
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 - The student is able to apply his/her knowledge of non-fiction writing
to a real life situation. The student is creating a product that will be used.
#
cc 

 - The student will take on the authoritative role of creating the
exercises and will understand the importance of accuracy and completeness in listing steps
and using graphics.
#
cc 
 - The student will put himself/herself into other people's situations by
understanding that everyone does not have the same athletic ability. By listing different
levels of difficulty, the student will understand that all students are not capable of the same
physical ability. The student will also show that the exercises can be adapted for students of
limited mobility.
#
c cc"c - The student will have a group of peers try out the exercise cards
while he/she watches to self-assess and see where improvements need to be made. The
student will accept feedback in an appropriate manner and will improve upon his
understanding and will then revise his writing using this feedback.

c
 c

c
c
c
The students will conference with the teacher as well as a group of peers throughout the
performance task process. The student will have his rough draft evaluated by two peer
evaluators before conferencing with the teacher. The teacher will further evaluate the
rough draft and offer any suggestions before allowing the student the supplies to move on
to the final step. The teacher will constantly evaluate students through observation to
ensure that work is being done. Students will present their final product to the class and
will allow students to perform the exercise and evaluate the deck. c
c
c" c
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c
Students will self-evaluate their task using a rubric before submitting it for the final grade.
Students will also write a reflection to be turned in with the completed task in which he/she
answers the essential questions and tells how this task helped to accomplish understanding
of the standard. The student will also write what they feel they did the best on for the task
and what area could have been improved upon. By completing this final step, the student
will have accomplished all 6 facets of understanding and will have a clear understanding of
the importance of expository writing.
c
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Attachment 1 - Student Learning Map
Attachment 2 - Graphic Organizer
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Ëame: _________________________________________ Date: _____________________________

Partner: _______________________________________

Directions: Y "# 
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ower level

My favorite snack is a Fluffer-nutter sandwich.

Here is how I make it.

First, I get out two slices of bread, peanut butter, marshmallow cream, and a
knife.

Second, I spread the peanut butter on one slice of bread.

Third, I spread the marshmallow cream on the other slice of bread.

ast, I put both slices of bread together and I have my favorite snack!

Medium level

My favorite snack is a Fluffer-nutter sandwich.

Here is how I make it.

First, I get out two slices of bread, peanut butter, marshmallow cream, and a
knife.

Then, I spread the peanut butter on one slice of bread.

Ëext, I spread the marshmallow cream on the other slice of bread.

Finally, I put both slices of bread together and I have my favorite snack!
Challenge level - Fill in the transition words

My favorite snack is a Fluffer-nutter sandwich.

Here is how I make it.

___________, I get out two slices of bread, peanut butter, marshmallow cream,
and a knife.

___________, I spread the peanut butter on one slice of bread.

___________, I spread the marshmallow cream on the other slice of bread.

___________, I put both slices of bread together and I have my favorite snack!

























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Ëame: _________________________________________ Date: _____________________________

Title of Essay: _________________________________________________________

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1. Ëame at least two things that make this paper a good example of an expository essay.
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

2. Read the first paragraph again. Why do you think the writer included this paragraph in
this expository essay?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

3. ist the transition words the writer uses. Why do you think the writer chose these words
for this essay?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

4. What have you learned from this expository essay?

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________



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Ëame: _________________________________________ Date: _____________________________

Excellent Exercise Directions



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_________________________________________________________________________________________________________
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Peer 2 -
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
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Grade: _____________
Teacher comments:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________