Unit Overview

Unit Title: Earthworm Expository Essay Developed by: Bria Olson Grade: 6th Grade Subject: Science Genre: Expository Essay

Length/Time: Four-40 min. periods

Desired Results and Learning Outcomes

Prerequisite Skills: Students have writing skills, grammar knowledge, and understand what an essay is. Key Vocabulary in this Unit: -Expository -Essay -Edit -Revise -Brainstorm -Graphic Organizer Materials: (e.g., internet resources and supplies) -IPads or computers for research of Earthworm Facts. -Google Docs if students want to type their papers. -Graphic Organizer -Rubric -Example Essay Texts: (e.g., mentor texts) -Teach using written example of an expository essay. The essay will include and intro, conclusion, how I wrote about my observations, and how to include key terms, and facts fluently in the body of the essay. Unit Summary: At the end of the Earthworm unit students will be writing an expository essay about what they have learned and observed in the unit. During the four writing lessons the students will learn how to use a graphic organizer, brainstorm with partners and in groups, spend time drafting, peer editing, revising, conferencing and finalizing their work.

Targeted Standards: 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Objectives: -Students will be able to complete a graphic organizer and what they will include in each paragraph. -Students will write an expository essay that includes 5 key terms, 5 interesting facts, is 5 paragraphs long, each paragraph is 5 sentences Enduring Understanding (Big Ideas): -Students will be able to elaborate and expand on a topic through writing an expository essay. Essential Question(s)-overarching and topical:
-What are the parts of an expository essay? -Why is it important to be able to write and expository essay? -What are the steps we used to create a published draft?

As the result of this unit, Students will know (concepts) -the components of an expository essay -earthworm facts

As the result of this unit, Students will be able to (skills)

-write an expository essay -use a graphic organizer -make observations and explain what they see

Assessment
Performance Task(s): (a)What will students do to demonstrate their learning? -complete a graphic organizer -write an expository essay (b) What criteria will you use to assess student performance? (Attach checklist, rubric, etc. or explain criteria)
-rubric

Other Evidence (preassessment, formative, summative): Formative: graphic organizer, drafting, participation Summative: final expository essay How will students reflect and selfassess their own learning?
In a post conference the students will talk with me about what they learned,

how they felt they did on their essay, etc.

As you prepare, think about How will you hook students at the beginning of the unit? What events will help students experience and explore the big idea(s) and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect? How will you guide them in rehearsing, revising, and refining their work? How will you help students to exhibit and self-evaluate their skills, knowledge, and understanding throughout the unit? How will you organize and sequence the learning activities to optimize the engagement and achievement of all students?

Learning Plan
Provide a clear description of the scope and sequence of student activities over the course of your unit. Day 1- students will have already gone through the majority of the Earthworm unit, to hook them into the writing portion we will talk about what an e pository essay is and why they are important in a large group discussion. !he students will then be given additional research time, brainstorming time with a partner and an opportunity to prewrite. Day "- I will model how to use a graphic organi#er and as a class we will fill it out, then they will be given time to brainstorm with their partner again and then the students will complete their own graphic organi#er. In the last part of class I will model how I would write an e pository essay using the graphic organi#er. Day $-%tudents will peer edit the rough drafts of their partners to give them ideas for things to add or take away. Day &-!ype or write final drafts. 'I will conference with students throughout all of the days.

Meeting the Needs of All Learners

How will you differentiate instruction (e.g., flexible grouping, self-selection of product)? Students will be given the opportunity to work with partners and in whole group. I will conference with students which gives me the opportunity to differentiate individually.

accommodate students with special needs (e.g., use of assistive technology)? For students with special needs I would accommodate them based on their IEP plan. One student that I have has trouble hearing, for him I will wear a microphone that is synced with his hearing aids. provide culturally responsive instruction to English learners or dialect speakers (e.g., scaffold instruction, comprehensible input, multicultural texts)? For ELLs I will let them write in their native language and allow them to translate their writing to English for the final draft.