Houston Baptist University

Department of Education and Kinesiology

Lesson Plan Format
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Subject: English Language Arts Grade Level: 3rd Grade Time Estimate: 45 min

Unit: Writing Topic: Expository Writing Plan

Goal(s): TLW understand the differences in Narrative and Expository writing.

TLW begin their own expository writing example based on the proposed plan.

Objective(s): TLW begin their own expository writing example according to the prompt.
TLW start the expository writing cycle by planning and possibly move into first draft.

TEKS: §110.5. b 9D, 11A,B

Materials/Resources/Technology needs:
Anchor Chart: Narrative Vs. Expository
Anchor Chart: Expository Writing Plan
Document Camera
My writing example & prompt
Student’s writing notebooks / notebook paper

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Instructional Procedures

Focusing Event:

I will call the students to the carpet to go over the Narrative Vs. Expository
writing anchor chart. This will serve as a reminder and an introduction. We will compare
and contrast the two and check for understanding.

Teaching/ Learning Procedures:

I will then have the students remain on the carpet as we transition into the writing
plan for their examples. We will go through each step of the writing plan as a whole
group and check for understanding at each level. I will explain the need for an
Introduction paragraph including an attention grabber and a topic sentence (main idea for
the example). We will then brainstorm two supporting details for our main idea (their
topic sentence derived from the prompt). Then, we will discuss our short conclusion
paragraph and how to close with restating.

After we have answered questions and checked for understanding I will have the
students return to their desks. I will pass out a worksheet that has an Expository writing
plan on it. They will use this map to plan out their writing example. They should fill it out
completely and have it checked by a teacher before moving onto the next step.
If time permits:

Captains will pass out writing notebooks and they will begin by adding this
activity to their table of contents. They will then turn to a clean page and begin their
expository writing examples based on the prompt.

Formative Check (ongoing or specific):

The ongoing checks for understanding during the lesson will be group (thumps up
or thumps down in our laps) or partner sharing (pair and share).

The specific formative assessment will be their Expository Writing planning map
worksheet. This will give me a good understanding on their knowledge of concepts and
ability to plan their paragraphs.

Reteach (alternative used when needed):

As students proceed to their independent planning in their seats I will be walking

the room and monitoring progress. I can explain concepts one on one with confused
students (or possibly pull a small group to the back table if need be).

Closure:

Students ticket out the door will be their completed writing maps. They must show a
teacher that they have planned their example in its entirety from Topic sentence to
Conclusion.

Assessment/Summative Evaluation:

The formative assessment will be their Expository Writing planning map worksheet. This
will give me a good understanding on their knowledge of concepts and ability to plan
their paragraphs.

Their summative assessment will be the completed writing example. They will be graded
on their content, incorporating their parts of the writing map, as well as grammar,
sentence structure, and spelling.
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