Ashley Pasiciel

How Can You Influence Your World Through Writing?

Table of Contents:

Unit Rationale…………………………………………………………………………………... 2

Unit Organizer …………………………………………………………………….…………… 3

Lesson Overview ………………………………….………………………………………...….4

Annotated Bibliography of Resources……………………………………………………..… 8

Assessments………………………………………………………………………………..... 10

Assessment Plan Overview…………………………………………………………………. 12

First Lesson Plan with Handouts …………………………………………………….…….. 15

Cross-Curricular Connections:
Science……………………………………………………………………………..…. 21

Social Studies……………………………………………………………………..….. 22
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Unit Rationale
It’s important for students to be detectives in their learning and investigate the
world around us. Writing is a good way to explore ideas, and persuade others. Essay
writing is a very valuable skill to learn in school, as it is one of the main forms of writing
students’ do throughout their academic career. There are various types of essays,
however, expository writing is a good starting place for students to jump into. Through
expository essay writing, students can explore ideas and use various evidence to
support their topic. Creativity and artfulness are not always associated with essay
writing, however, through expository essay writing students can be creative with their
writing. Crafting a well put together essay is an art.
Basically, this unit will teach students what the difference is between expository
writing and narrative writing. Up to this point in students’ academic career they will have
most used narrative writing, thus it is an important topic to cover. Students will learn
how to construct a thesis statement or a central idea to structure their essay around,
again this is a valuable tool which students will build upon. In the diverse world we live
in, it is important for people to be able to explain themselves and express themselves
through various modes such as academic writing. I think this is a valuable skill because
it opens people up to various points of view, ideas and opinions. The way I describe
something, may be totally different than the way you would, thus ideas are shared.
Experimenting with various kinds of word choices, paragraph structures and
evidence allows the writer to persuade the audience. I think this is a valuable skill
because students should be open to new ideas, but also be able to defend their ideas
and opinions in a respectful way. By building strong arguments, students can justify
their stance on things. Through looking at each of these crucial aspects, students will be
able to investigate various topics and this new form of writing.
I think students need a purpose associated with writing assignments to make
them more meaningful. For part of the summative assessment students will be asked to
come up with a proposal of an expository essay idea to ‘pitch to me’, once approved
students will write an expository essay that we will submit to a writing contest/website. I
think because there is purpose behind writing their essay they will put more work into it,
rather than just complete it like a chore. Also, I think this will challenge students to
produce their best work, knowing that other people will be reading it besides their
teacher. By giving students choice in picking their own essay topic, every essay will be
unique. Each student has a unique perspective and brings insight to a variety of topics;
thus, I’m looking forward to getting to know my students better through this assignment
and seeing what they are passionate and knowledgeable about.
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Unit Organizer
Inquiry Question:
 How can you influence your world through writing?

Related Questions:
 What is expository writing?
 What is the difference between expository writing and narrative writing?
 How can we create a central/controlling idea?
 How can we use writing methods, such as expository essays, to express ideas?
 How can we use writing methods, such as expository essays, to explain ideas?
 What is the importance is editing our writing?
 How do writers persuade audiences?
 How do we build a strong argument and justify our stance?
 How do we organize our thoughts to be more persuasive?

General Learning Outcomes

General Outcome 3: Students will listen, speak, read, write, view and represent to
manage ideas and information.
General Outcome 4: Students will listen, speak, read, write, view and represent to
enhance the clarity and artistry of communication.

Specific Learning Outcomes

 3.1.2 - Use note-taking, outlining, or representing to summarize important ideas.
 3.1.3 - Discuss the types and sources of information appropriate for topic,
audience, form, purpose and point of view.
 3.2.3 - Distinguish between fact and opinion, and follow the development of
argument and opinion.
 3.3.4 - Reflect on ideas and information to form own opinions and evidence to
support them.
 3.4.1 - Communicate ideas and information in reports, autobiographies,
brochures and video presentations.
 4.1.3 - Revise introductions, conclusions and the order of ideas and information
to add and clarify meaning.
 4.1.5 - Use paragraphs appropriately to organize narrative and expository texts.
 4.2.3 - Distinguish between formal and informal conventions of written language
and use each correctly.
 4.2.5 - Use reference materials to confirm spelling problems and to solve spelling
problems when editing and proofreading.
 4.3.3 – Identify and use explicit techniques to arouse and maintain interest and to
convince the audience.

Retrieved from:
https://education.alberta.ca/media/160360/ela-pos-k-9.pdf
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Lesson Overview

Lesson 1: What is expository writing?

 Students will understand what expository writing is and how it differs from
narrative writing. To start, students will participate in a Kahoot activity. This will
allow me to see what students know already about expository writing and what
they know about narrative writing.
 I will read “To Be a Poet” by Jaroslav Vrchlicky. This poem describes how poets
write and come up with their ideas, so it will be a nice transition into the
expository essay. After the poem is read, Ill as the class what they think this
poem is trying to explain.
 As a class we will listen to the song ‘Good Ol’ Hockey Game’ by Stompin Tom. I
chose this song because it explicitly tells the listener how to play hockey, which
is exactly the point of writing an expository essay. After listening to the song I’ll
ask the class what the song is trying to explain.
 Next, we will look at some characteristics of essay writing. Students will create
an interactive foldable (Expository Writing Interactive Notebook.) to glue into
their notebooks to help them remember the components of expository writing.
This activity may need to be completed in lesson 2.
SLO’s: 3.1.2, 3.1.3, 4.2.3, 4.3.3
Lesson 2: What is the difference between expository writing and narrative writing?
 Finish up interactive foldable from Lesson 1 if necessary*
 Students will watch a 3 minute YouTube video to refresh students on what
expository writing is (if necessary) *
https://www.youtube.com/watch?v=c5IPrxafggQ
 In this lesson students will look at the differences between narrative writing and
expository writing. Students have done a great deal of narrative writing
throughout the year, thus they should have a good grasp on this.
 As a class, we will create a Venn diagram comparing narrative writing and
expository writing on the Smartboard. As a class, we will come up with phrases,
words and images that will help students remember the differences.
 After we create the Venn Diagram as a class, students will copy it into their
notebooks.
SLO’s: 3.1.2, 3.1.3, 3.2.3, 4.2.3, 4.3.3
Lesson 3: What are the parts of a paragraph?
 Students will be given a paragraph to examine. They will read the paragraph,
then I will ask them ‘what makes it an expository paragraph?’
 Students will be required to find the topic sentence, examples and other
characteristics by highlighting or underlining them in different colours.
 Next, students will read a second paragraph and I will ask ‘what makes this
paragraph a personal narrative paragraph?’ Students will be required to identify
characters, dialogue and point of view by underlining and highlighting them in
different colours.
 Students will understand that even through both paragraphs are written about
the same topic, they are written differently and have different purposes.
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 Lastly, we will have a class discussion about both paragraphs to make sure all
students are on the same page regarding narrative paragraphs and expository
paragraphs.
SLO’s: 3.1.2, 3.1.3, 3.2.3, 3.4.1, 4.3.3
Lesson 4: Continuation from lesson 3.
SLO’s: 3.1.2, 3.1.3, 3.2.3, 3.4.1, 4.3.3
Lesson 5: How to write a catchy introduction.
 Students will watch a short video on how to construct a good introduction
paragraph. This video will hook the students into the lesson.
https://www.youtube.com/watch?v=i6BTfNQiXXI
 As a class, we will go over examples of various ways to start and introduction
paragraph and practice examples together as a class on the Smartboard.
 Students will be given the worksheet to complete. They will be provided with the
definition and an example of each type of introduction, then must create their
own example (Expository Writing Interactive Notebook).
 Students will also be given an vocabulary handout to use throughout the rest of
the unit to help enhance their writing. They will keep this in their language arts
binder to reference when necessary.
SLO’s: 3.1.2, 3.1.3, 3.3.4, 4.1.3, 4.1.5, 4.2.3, 4.3.3
Lesson 6: How to write a thesis statement.
 The purpose of this lesson is to teach students what a central idea or thesis
statement is and how to write it. Through a smartboard presentation I will teach
students what a thesis statement is through looking at examples. Various topics
will be used as examples in the presentation, then as a class we will build a
thesis statement together.
 Students will create an interactive foldable (Expository Writing Interactive
Notebook) that will help them remember the types of thesis statements with
various examples. They will glue this into their notebooks to assist them when
they write thesis statements in the future.
 Think, pair, share: Students will be given a writing prompt for practice, and will
have create a thesis statement to go with the prompt. Students will then share
their ideas with a partner. Lastly, we will come together as a class to discuss
what everyone came up with.
SLO’s: 3.1.2, 3.1.3, 3.2.3, 3.3.4, 4.1.3, 4.2.3, 4.3.3
Lesson 7: Continuation from lesson 6.
SLO’s: 3.1.2, 3.1.3, 3.2.3, 3.3.4, 4.1.3, 4.2.3, 4.3.3
Lesson 8: Types of paragraphs; How to write a paragraph
 The purpose of this lesson is to teach students the difference between linear
and webbed paragraphs and how to use a webbed paragraph.
 Smartboard presentation on what to look for in a webbed paragraph.
 This lesson is a transition to set students up for lesson 9.
SLO: 3.1.2, 3.1.3, 4.1.5
Lesson 9: How to construct paragraphs.
 Paper Bag Activity (found on Pinterest): Students will be put into groups of 2 or
3. There will be various paper bags placed around the classroom. They will be
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given an introduction sentence glued to a paper bag, and students will have to
create the rest of the paragraph that could follow the introduction sentence. Or,
students will be given a short paragraph and must create an introduction
sentence that could be attached to the beginning.
 Once finished writing their intro sentence or paragraph, students will put their
example into the paper bag and switch stations.
 After, students will create a graffiti wall with all the examples they came up with,
and can share some of their favourites with the class.
 While this activity is happening, I will be formatively assessing students’
knowledge about constructing paragraphs through observing them.
SLO’s: 3.2.3, 3.3.4, 4.1.3, 4.1.5, 4.2.3, 4.3.3
Lesson 10: Continuation from lesson 9 if necessary.
 Discuss how to pick an expository essay topic. This will prepare student for
lesson 11.
SLO’s: 3.2.3, 3.3.4, 4.1.3, 4.1.5, 4.2.3, 4.3.3
Lesson 11: Writing a pitch
 As part of their final summative assessment, students will be constructing an
expository essay. As an end goal students will be working towards submitting
their work to a writing contest/website. They will have to create a pitch that
needs to be approved.
 Students will have to come up with a topic they want to write their expository
essay on, a thesis statement draft and what their main ideas are. They also
should give a brief argument why the topic they chose is important. Students will
be required to use reference materials to make their proposal look professional
and free of errors.
 Students will fill out a proposal template and hand it in.
SLO’s: 3.1.2, 3.1.3, 3.2.3, 3.3.4, 3.4.1, 4.1.3, 4.2.5, 4.3.3
Lesson 12: Continuation from lesson 11.
SLO’s: 3.1.2, 3.1.3, 3.2.3, 3.3.4, 3.4.1, 4.1.3, 4.2.5, 4.3.3
Lesson 13: How to write a conclusion.
 Discussion on how to finish an essay. As a class, we will go over examples of
conclusion paragraphs.
 Students will be given an essay and does not include a conclusion paragraph,
they will be required to read the essay and they from the information provided
write a conclusion paragraphs to go with the essay.
SLO’s: 3.2.3, 3.3.4, 3.4.1, 4.1.3, 4.1.5, 4.2.3, 4.3.3
Lesson 14: Writing a collaborative essay.
 Students will be in groups of 3-4 and be given a random topic. On poster paper,
groups will have to construct an essay using all the information they have
learned so far about essay writing. This will ensure that students are ready to
write their individual essay.
 After this is done, students will jigsaw with other groups and share their essays.
SLO’s: 3.1.2, 3.1.3, 3.2.3, 3.3.4, 3.4.1, 4.1.3, 4.1.5, 4.2.3, 4.2.5, 4.3.3
Lesson 15: Essay Outline
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 Students will take their proposal feedback and put it into an essay outline. Their
outline will show what they will be writing about in their expository essay.
 They will be provided with criteria to know what to include in their essay.
 Students will write a catchy hook for their introduction paragraph.
SLO’s: 3.1.2, 3.1.3, 3.2.3, 3.3.4, 3.4.1, 4.1.3, 4.2.5, 4.3.3
Lesson 16: Essay Writing
 The goal is to complete the introduction paragraph and begin the body
paragraph.
SLO’s: 3.2.3, 3.3.4, 3.4.1, 4.1.3, 4.1.5, 4.2.3, 4.2.5, 4.3.3
Lesson 17: Essay Writing
 The goal is to complete the body paragraph and start the conclusion paragraph.
SLO’s: 3.2.3, 3.3.4, 3.4.1, 4.1.3, 4.1.5, 4.2.3, 4.2.5, 4.3.3
Lesson 18: Essay Writing
 Students will complete their essay.
 Students will start the peer editing process. Students will be given a peer
feedback checklist to give others feedback on.
SLO’s: 3.2.3, 3.3.4, 3.4.1, 4.1.3, 4.1.5, 4.2.3, 4.2.5, 4.3.3
Lesson 19: Peer Editing / Creating 2nd Draft
 Students will complete a checklist and provide feedback to each other’s essays.
Students must get feedback from 2 peers (time permitting).
 Next, they will start typing out their essay.
SLO’s: 4.1.3, 4.2.5
Lesson 20: Finish Final Product
 Finish typing out their essay. Students will print one copy to hand in to me for
marking.
 Students will also submit their essay to writing contest/website.
SLO’s: 4.1.3, 4.2.5
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Annotated Bibliography of Resources:

Alberta and Canadian Writing Contest for Young Writers Document. Retrieved from:
http://leanneshirtliffe.com/wp-content/uploads/2015/04/CYWC.pdf
This document provides a list of writing contests and website that take writing
submissions, with due dates. I consulted this resource when decided which
contest/website I want my students to take this writing assignment seriously, but in a fun
way where they can be proud of their writing which I think will be achieved through
submitting their writing. There is a list of magazines that students can submit their
writing to and I think looking more into these magazines will provide good examples for
students to investigate.

Birch, Ann. (1993). Essay writing made easy: presenting ideas in all subject areas.
Ontario: Pembroke Publishers.
This teacher resource explores how students can improve on essay writing, and offers
strategies on how teachers can teach essay writing in a meaningful way. This book also
provides examples of attention-grabbing beginnings and endings to use within a essay.
Additionally, there are sample essays that I can use for reference.

Finkle, David Lee. (2008). Writing extraordinary essays: every middle schooler can!.
New York: Scholastic Teaching Resources.
This resource is for teachers constructing essay writing units. It gives a variety of
strategies to teach students how to organize an essay and create detail within writing.
This resource also gives examples of rubrics and various criteria teachers can look at
when marking essays. Additionally, there are model essays in the book for teacher and
student use as examples.

Fun Teaching. (2013). Expository Writing Interactive Notebook.

This book provides interactive activities and templates for students for taking notes
about various parts of essay writing. Students can create foldable to glue into their
notebooks to remember the parts of an essay. I like this resource because the activities
are very hands on which will be great for kinesthetic learners.

Reading Rockets. Retrieved from:

http://www.readingrockets.org/article/differentiated-instruction-writing
http://www.readingrockets.org/article/how-teach-expository-text-structure-
facilitate-reading-comprehension
Reading Rockets is a great website that has many activities and articles about teaching
various topics. These two-specific links above deal with expository writing, such as how
to teach text structure and how to plan an essay. The second link specifically provides
graphic organizer templates, which I will use when my students are creating their
proposal. The first link gives examples of how you can differentiate writing for students.

Pinterest
I used this resource to find engaging activities for essay writing. Pinterest is a useful tool
to find an activity starting point, then adapt it to meet the needs for what I want to tach.
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For example, I found the Paper Bag Activity on Pinterest, but revised it to fit what I’m
teaching.

Stompin’ Tom Good Ol Hockey Game. Retrieved from:

https://www.youtube.com/watch?v=bg2G5gf9GHk
This song explicitly explains how to play hockey. I think this song is a good introduction
into teaching expository essays and will hook my class. I’m teaching at a Sports
Academy, one of the specializations is hockey, so I know my students will love this. This
source will teach students the idea of explaining a topic, which is what they will be doing
for their summative assessment.

Vrchlicky, Jaroslav. (1984). To be a poet. Nobel Prize. Retrieved from:

https://www.nobelprize.org/nobel_prizes/literature/laureates/1984/seifert-poetry-
poet.html
This poem was originally written in Czech and translated to English. The poem is about
‘how to be a poet’. This poem is a good introduction into teaching the premise of an
expository essay. This source will teach students the idea of explaining a topic.

YouTube Videos. Retrieved from:

https://www.youtube.com/watch?v=c5IPrxafggQ
https://www.youtube.com/watch?v=i6BTfNQiXXI
This resource is a great way to get students engaged in a lesson or to introduce a topic.
I will be using a variety of YouTube videos about the parts of expository essay such as
what an expository essay is and how to write a thesis statement. I think showing
students videos is a great way to reiterate and differentiate learning and instruction.
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Assessments
Practice
Paper Bag Essay Collaborative Expository
Title Worksheets/
Learning Activity Proposal Essay Essay
Notes
Outcomes Type Formative Summative Formative Summative
Formative
Weighting 0% 0% 10% 0% 90%

3.1.2 - Use note-

taking, outlining, or
representing to
summarize important
ideas.
3.1.3 - Discuss the
types and sources of
information
appropriate for topic,
audience, form,
purpose and point of
view.
3.2.3 - Distinguish
between fact and
opinion, and follow
the development of
argument and
opinion.
3.3.4 - Reflect on
ideas and information
to form own opinions
and evidence to
support them.
3.4.1 - Communicate
ideas and information
in reports,
autobiographies,
brochures and video
presentations.
4.1.3 - Revise
introductions,
conclusions and the
order of ideas and
information to add
and clarify meaning.
4.1.5 - Use
paragraphs
appropriately to
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organize narrative
and expository texts.

4.2.3 - Distinguish
between formal and
informal conventions
of written language
and use each
correctly.
4.2.5 - Use reference
materials to confirm
spelling problems and
to solve spelling
problems when
editing and
proofreading.
4.3.3 – Identify and
use explicit
techniques to arouse
and maintain interest
and to convince the
audience.
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Assessment Tool Overview

Assessment Assessment
Assessment Assessment
Brief Description FOR
AS Learning OF Learning
Tool Learning
Students will be given a variety of
worksheets to complete and notes
to fill out to assist their learning.
Basically, these activities will help
students practice the different
parts of an essay. These will be
assessed formatively because
Practice they act as a way for students to
Worksheets/ practice their writing skills, by
Notes gaining various essay writing
characteristics into their writing
repertoire. These activities will also
act as a study guide for students to
reference later throughout this unit
and the rest of their grade 7 ELA
course. See lesson 1 for an
example of a worksheet.
Students will be put into groups of
2 or 3 to work collaboratively and
brainstorm ideas. There will be
paper bags placed around the
classroom. Students will rotate
around them like stations. On each
bag will be an example of a
paragraph that they need to
complete. For instance, students
may have to create an introduction
that goes with the paragraph,
thesis statement or complete the
Paper Bag paragraph in some form. Once
Activity finished writing their idea that goes
along with the paragraph, they will
put it into the paper bag. Students
will rotate through all the stations.
Once completed, we will create a
graffiti wall with all the examples to
see how each answer is unique.
We will have a discussion to
follow. This activity is a good way
for me to observe the class, and
formatively assess what they have
learned/what I need to go over
more.
 Pasiciel 13

As part of their final summative

assessment, students will write an
expository essay. From their
knowledge about expository
essays and expository essay
topics/themes, students will have
to come up with a topic they want
to write about. I’m going to
encourage students to pick a topic
they are passionate about. For
example, if a student is good at
hockey perhaps they will want to
explain how to score a goal. Or if a
student makes the best chocolate
chip cookies, perhaps they will
Essay Proposal
want to explain the recipe. Once
they come up with a topic, they
need to create a draft thesis
statement and write down their
main ideas that go along with it.
Additionally, they need to make a
case why their topic is important.
Students will be required to fill out
the draft template, and use
reference material such as
dictionaries to make it look
professional and free of errors. I
will mark these and return them to
students with feedback for their
expository essay.
Students will be in groups for 3-4
and given a random topic to write
about. On poster paper, groups
will have to construct an essay
Collaborative using all the information they know
Essay about constructing an essay and
their prior knowledge about the
topic. After their essay is complete,
groups will jigsaw to share with
others what they came up with.
Students will be required to write a
3-paragraph essay (or more -
differentiation) based on their
Expository Essay
proposal. By this point they will
have received feedback from me.
The end goal is for students to
 Pasiciel 14

publish their essay so student feel

more meaning behind this essay
assignment (My TA and I haven’t
decided which writing
contest/website would be best to
do so… Stay tuned ). First,
students will create an outline,
next they will write their essay. I
have structured 4-5 classes for
this. They will be provided with a
rubric on how their essay will be
marked. Once completed, students
will peer review each other’s work,
and a complete a checklist to help
their peer. Each student will have
their essay reviewed by two peers.
Lastly, students will type out their
essay and submit/publish it. In
addition, I will be summative
marking their essays according to
the rubric they have been provided
with.
 Pasiciel 15

What is Expository Writing?

Grade/Subject: Language Arts 7 Lesson Duration: 55 Minutes
Unit: How can you influence your world through writing? Date: Lesson 1
KSA’s: 2, 3, 5, 6, 7, 9, 11
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
3) Students will listen, speak, read, write, view and represent to manage ideas and
information.
4) Students will listen, speak, read, write, view and represent to enhance the clarity
and artistry of communication.
Specific Learning Outcomes:
3.1.2 – Use note-taking, outlining, or representing to summarize important ideas.
3.1.3 – Discuss the types and sources of information appropriate for topic, audience,
form, purpose and point of view.
4.2.3 – Distinguish between formal and informal conventions of written language and
use each correctly
4.3.3 – Identify and use explicit techniques to arouse and maintain interest and to
convince the audience.
LEARNING OBJECTIVES
Students will:
1) Partake in a Kahoot Activity as a pre-assessment
2) Listen to “To Be A Poet” by Jaroslav Vrchilcky and “Good Ol Hockey Game” by
Stompin’ Tom, to understand the idea of explaining something.
3) Create an interactive foldable to reference as notes
ASSESSMENT
Observations: Key Questions:
 See if students can distinguish  What is expository writing? (L.O #
between expository and narrative 1, 2 & 3).
writing. (L.O # 1, 2 & 3).  What is the goal of expository
 See if students can identify that writing? (L.O #1, 2 & 3).
some kinds of literature and  What is the difference between
songs explain something. (L.O # expository writing and narrative
2). writing? (L.O #1 & 3).
 Students can identify what
expository writing is. (L.O #1, 2 &
3).
Written/Performance Assessments:
Students will complete notes for their own learning purposes. This is an introduction
lesson, thus nothing will be taken in for marks.
LEARNING RESOUCES CONSULTED
The Alberta Program of Studies.
“To Be A Poet” by Jaroslav Vrchlicky
“Good Ol Hockey Game” by Stompin Tom
Expository Writing Interactive Notebook
MATERIALS & EQUIPTMENT
 Kahoot Activity prepared in advance. This will be shown on the Smartboard.
 Pasiciel 16

 Electronic devices (students can use cellular devices, ipods etc).

 Copies of Interactive Foldable from Expository Writing Interactive Notebook.
 Scissors
 Glue
 Notebooks
PROCEDURE
Introduction:
Hook/Attention Grabber: Kahoot activity: Students can get their electronic devices out.
What is expository writing? How does it differ from narrative writing? (L.O #1 & 3).

Assessment of Prior Knowledge: Kahoot Activity. This activity will be constructed of 5

questions about expository and narrative writing and will give me a general sense of
what students know about each topic. (Pre-assessment)

Expectations for Learning & Behaviour: Electronic devices are to be used

constructively, not for texting/social media. Attention on me when I am speaking. Be
respectful and attentive when I’m teaching. Also, when putting together interactive
foldable, if you make a mess clean it up.

Advance Organizer/Agenda: Have interactive foldable copied and ready to go. Have
Kahoot pulled up on the smart board. Note books ready to be handed out.

Transition to Body: Let’s look at some examples.

Body:
Key Questions: What is the goal or main idea of expository writing?

Learning Activity #1: Reading of “To Be A Poet” by Jaroslav Vrchlicky (L.O #2)
 Students will be sitting in their desks, and listen to me read the poem.
 There will be a discussion after. What is the point of this poem? What do you
think the author is trying to say? Students will identify that the author is trying to
explain what it is like to be a poet, which is like an expository essay – to
explain something.

Assessments/Differentiation: I will be looking to see if students can make connections

between the poem and what they know about expository writing.

Key Questions: What is the goal or main idea of expository writing? How is this song
like expository writing? If the artist decided to write an essay instead of a song, would
it be on the same topic?

Learning Activity #2: Listening to “Good Ol Hockey Game” by Stompin Tom (L.O
#2). https://www.youtube.com/watch?v=bg2G5gf9GHk
 Students will sit in their desks and listen to the song.
 Same as Learning Activity #1, there will be a discussion after. What is the
point of the song? What do you think the artist is trying to say?
 Pasiciel 17

Assessment/Differentiation: I will be looking to see if students can make connections

between the song and an expository essay.

Key Questions: What is expository writing? What is the difference between

expository writing and narrative writing?

Learning Activity #3: Interactive Foldable (L.O #3).

 Students will cut out the template and fold/glue it into their notebook.
 As a class, we will fill in each component together. I will write the information
on the board and give examples as we go. More specifically, students will give
students a definition, and together will be create an example, visual
representation to go with it and a non-example.

Assessment/Differentiation: Some students may require extra time. If needed, this

lesson may have to be finished at the start of lesson 2. I’ll be looking that students
participate in discussion and help me come up with examples.

Sponge Activity: Students can work on their reading comprehension books.

Closure:
Consolidation/Assessment of Learning: Praise students for their good work.

Transition to Next Lesson: Next class we will look more into the differences between
narrative and expository writing.
See below for handouts:
 Pasiciel 18

To Be A Poet

Life taught me long ago

that music and poetry
are the most beautiful things on earth
that life can give us.
Except for love, of course.

In an old textbook
published by the Imperial Printing House
in the year of Vrchlický's death
I looked up the section on poetics
and poetic ornament.

Then I placed a rose in a tumbler,

lit a candle
and started to write my first verses.

Flare up, flame of words,

and soar,
even if my fingers get burned!

A startling metaphor is worth more

than a ring on one's finger.
But not even Puchmajer's Rhyming Dictionary
was any use to me.

In vain I snatched for ideas

and fiercely closed my eyes
in order to hear that first magic line.
But in the dark, instead of words,
I saw a woman's smile and
wind-blown hair.

That has been my destiny.

And I've been staggering towards it breathlessly
all my life.

"To Be a Poet" from The Poetry of Jaroslav Seifert

Translated from the Czech by Ewald Osers
Edited by George Gibian
Copyright © 1998 by Ewald Osers and George Gibian
Used by permission of Catbird Press
All rights reserved
Pasiciel 19
Pasiciel 20
 Pasiciel 21

Cross-Curricular
My unit mainly focuses on English Language Arts outcomes. However, various
essay topics may bring in cross-curricular ideals such as science and social studies.
Expository essays typically explain how to do something; thus, science topics could be
inspiring for students. Through the various writing prompts and activities, students will
be able to use knowledge they have acquired from other subject areas in school as well
as knowledge gained out of school. Below is a list of topics/units that may inspire
students. I will consider these topics when creating writing prompts. It’s also important
to note that students’ expertise in different topics will bring in different cross-curricular
aspects. Here is an example of some topics in science and social studies that could be
implemented into the ELA classroom as writing prompts:

Science:
Unit A: Interactions and Ecosystems
Possible Essay Topic: Explain the impact of _________ on the environment.
Key Concepts: The following concepts are developed in this unit and may also be
addressed in other units at other grade levels. The intended level and scope of
treatment is defined by the outcomes below.

 interactions and interdependencies

 environmental monitoring
 environmental impacts
 producers, consumers, decomposers
 nutrient cycles and energy flow
 species distribution
 succession
 endangered species
 extinction
 environmental management

Unit D: Structures and Forces

Possible Essay Topic: How to build ___________?
Key Concepts: The following concepts are developed in this unit and may also be
addressed in other units at other grade levels. The intended level and scope of
treatment is defined by the outcomes below.

 structural forms
 material strength and stiffness
 joints
 forces on and within structures (loads and stresses)
 direction of forces
 deformation
 structural stability
 modes of failure
 performance requirements
 margin of safety
 Pasiciel 22

Social Studies: Canada: Origins, Histories & Movement Of Peoples: Grade 7 students
will explore the origins, histories and movement of peoples who forged the foundations
of Canadian Confederation. They will examine how the political, demographic,
economic and social changes that have occurred since Confederation have influenced
ways in which contemporary Canada has evolved.

Possible Essay Topic: Explain ________ that occurred within the community last week.

General Outcome 7.1 General Outcome 7.2

Toward Confederation Following Confederation:
Canadian Expansions
Students will demonstrate an Students will demonstrate an
understanding and appreciation of the understanding and appreciation of
distinct roles of, and the relationships how the political, demographic,
among, the Aboriginal, French and economic and social changes that
British peoples in forging the have occurred since Confederation
foundations of Canadian have presented challenges and
Confederation. opportunities for individuals and
communities.
Local and Current Affairs
In order to allow opportunities for students to engage in current affairs, issues
and concerns of a local nature, the program of studies provides the flexibility to
include these topics within the time allotted for social studies.