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VITAL INFORMATION
Author
*Subject(s)
Topic or Unit of
Study
*Grade/Level
*Summary
Michael A. DePolis
Language Arts
Expository Writing/Traits of Good Writing
Grade 5
The students will write an expository piece on the topic of, The Importance of Friends.
STANDARDS
*Standards
Established Goals
Understandings
Overarching
Understanding
Related
Misconceptions
1)
2)
3)
4)
5)
6)
Students will be able to establish ideas for writing using varied vocabulary.
Students will demonstrate organization of writing.
Voice will be clearly evident in students writing.
Students will make use of good word choices.
Students writing will demonstrate fluency.
Students will demonstrate correct conventions in their writing.
1) Good writers use ideas from their lives and the lives of others to make their topic
truly memorable.
2) Good writers organize their writing in a way that makes it easy to read.
3) Good writers write in a voice that is unique to the writer.
4) Good writers use a variety of interesting words.
5) Good writers make interesting sentences which flow smoothly.
6) Good writers avoid distracting mistakes.
Related Misconception: Good writers do not have to think a lot about what they write, or
plan out their writing.
Overarching:
Where do good writers get their ideas?
Essential
Questions
Knowledge
Skills
Topical:
What ideas can I think of from my own
experiences?
How can I organize my writing?
How can I add my voice to my writing?
How can I choose good words for my writing?
How can I make my writing fluent?
How can I avoid mistakes in my writing?
Students will be able to use scaffolding support of modeling, webbing, and graphic
organizers.
Students will receive teacher and peer support of conventions of writing, along with
paragraphing.
Students will demonstrate knowledge of expository versus other genres of writing.
With scaffolding support, students will create paragraphs with topic sentences, supporting
detail sentences, and conclusion sentences.
What events will help students experience and explore the big
idea and questions in the unit?
How will you equip them with needed skills and knowledge?
How will you cause students to reflect and rethink? How will
you guide them in rehearsing, revising, and refining their
work?