Lesson Title:

Introduction to expository text

Lesson ___1__ of __1___ Written by: Hiedi Engler

Subject Area:2nd grade writing

COMMON CORE STANDARD

Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. (2.W.2)

OBJECTIVE
Students will be able to identify and write the main idea, introduction, body, and conclusion while writing directions for a task.

OBJECTIVE
Written in student-friendly terms to post
Topic: Introduction into expository text Do: Students will write directions for an assigned how to topic Level of thinking: Applying

VOCABULARY Must include up to six key terms or concepts with definitions

Main idea- The most important or central thought of an writing piece. Introduction- a sentence or paragraph telling the audience what you will be speaking about Body a collection of information about the topic that is presented in an organized way. Conclusion- The end of the written piece. A summary of what was told.

INTRODUCTION
The teacher will do a hook activity in which the students will be asked to guide the teacher through a set of directions on how to blow up a balloon. The teacher will ask students to give her directions to do so and will do exactly what they say, resulting in nonspecific incorrect movements. After the task is done correctly the teacher will address the following vocabulary by discussing it with the class and writing it on the board. Main Idea: blowing up a balloon Introduction: there are 3-5 directions on how to blow up a balloon Body: First each side of the balloon with your hands, second Conclusion: when we follow these steps, we can blow up a balloon TTW pose and discuss the question why is it important to be very detailed when telling someone how to do something?

TEACHER ACTIONS

CONTENT STUDENT ACTIONS

Students will separate into groups and will place a set of pictures in order according to the task. The students will discuss reasons Updated 4/4/12

The teacher will introduce the task, where each group will be given a set of pictures which represent a step by step task. TTW

MPS CTE: LESSON PLAN

have students place them in order and have them discuss why. The teacher will have the same sets of pictures available on a smart board in front of the class. She will have each group come up to present. TTW review by asking the students questions about the steps of informative writing. What was the topic or main idea? How did we state our introduction to the class? What were some of the steps in the body? How did we wrap up what we wrote? The teacher will now ask the students to brainstorm other direction/how to tasks that the students know how to do. The teacher would list them on the board. TTW ask the student to pick one topic from the list on the board. TTW hand out a graphic organizer for the student to use. TTW ask them to come up with 3-5 steps for their topic

why amongst themselves. Students will come up to the smart board and show the class how they organized their task and tell the class why they would organize it in that way. Students will return to their groups and discuss, identify, and write down what their topic was, how they introduced it to the class, each step to their task, and how they conclude. Students will brainstorm and call out ideas that will be listed on the board.

Students will come up with 3-5 steps demonstrating how to do their topic. They will write down and Identify(with the help of a graphic organizer) the main idea or topic, the introduction, body and conclusion.

CLOSURE
The teacher will now have students share their work with their neighbor. The teacher would have a few students share and review how each one fit with the objective and vocabulary.

Technology Identify level of SAMR here

Substitution

MATERIALS SUPPLIES (Everything that needs to be prepared and available in order to teach this lesson)

Pictures Smart board Graphic Organizer Paper Pencils

MPS CTE: LESSON PLAN

Updated 4/4/12

RESOURCES
Citations from web sites referenced:

ACCOMMODATIONS
Students who have a hard time focusing will be placed with a partner who can keep them on task or be placed in a border line struggling group with which the teacher will spend more time. Students with a physical disability who cannot operate smart board on their own will be placed with a group who can accommodate and handle the needs of this student.

ATTACHMENTS / HANDOUTS / POWER POINT

MPS CTE: LESSON PLAN

Updated 4/4/12