LESSON PLAN

GENERAL INFORMATION

Subject(s): English Language Arts

Topic or Unit of Study: Using the Writing Process to Create an Expository Paragraph

Grade/Level: Grade 3

Instructional Setting:
There are 20 students in the classroom. There will be 5 learning stations and 5 small groups
of 4 students. The students, although grouped, will have an individual writing project.
Students can support each other during stations. The small groups will rotate to each 5
stations. Station #1 will be for prewriting, Station #2 will be for composing, Station #3 will be
for revising, Station #4 will be for editing, and Station #5 will be for publishing. Stations #1-4
will be using paper, Station #5 will have at least 4 computers and 1 printer. The teacher will
walk around and assist students when needed.
STANDARDS AND OBJECTIVES

Indiana ELA State Standard:

3.W.4: Apply the writing process to generate a draft by developing, selecting and organizing
ideas relevant to topic, purpose, and genre; revise to improve writing, using appropriate
reference materials (e.g., quality of ideas, organization, sentence fluency, word choice); and edit
writing for format and conventions (e.g., spelling, capitalization, usage, punctuation).

Lesson Objective(s):
Given a rubric and graphic organizer, students will be able to write an expository paragraph
using the writing process scoring 30 points out of 45 points total.

MATERIALS AND RESOURCES

Instructional Materials:
Hamburger graphic organizer, grading rubric, paper, pencils, computers, printer

Resources:
Hamburger graphic organizer:
Super Teacher Worksheets - Thousands of Printable Activities. (n.d.). Retrieved May 4, 2019, from
https://www.superteacherworksheets.com/graphic-organizers/hamburger-writing_WBRDM.pdf?
up=1500476205
INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events:

1. Student Prerequisite Skills/Connections to Previous Learning:

 Students must possess the ability to write complete sentences.
 Students must possess the understanding of basic language skills.

2. Presentation Procedures for New Information:

The purpose of the lesson is for students to use the 5-step writing process to create an
expository paragraph. The topic of the expository paragraph is telling about an animal.
The students can pick an animal of their choice and list 3 details about the animal (e.g.,
what the animal looks like, what it eats, etc.)
The teacher will review key information and terminology before having the students work
on their writing assignment:
Expository writing explains or provides information. I will introduce expository writing
to the students using a PowerPoint. It will consist of a few age-appropriate definitions
and examples. I will discuss with the class each slide and make sure the students
are able to ask any questions.
The teacher will explain and review each of the 5 steps of the writing process in the
PowerPoint.
i. Prewriting: This is the planning stage where you brainstorm ideas.
ii. Composing: This is the writing stage where you get your ideas on paper.
It doesn’t have to be neat and there can be mistakes.
iii. Revising: This is the stage where you can move sentences around or get
rid of words or add words. Ask yourself “Does it make sense? Is it organized?”
iv. Editing: This is the stage where you fix your spelling and punctuation.
v. Publishing: This is the stage where your final product is typed, posted,
and/or printed.

2. Guided Practice:
*(See separate attachment for graphic organizer)
We will work with the students to write a sample paragraph, using all five steps of the
process approach and the writing guide.
 As a class, we will write a practice paragraph on the topic of monkeys. 
You must provide a statement/explanation for each step…
We will prewrite by writing what we know about monkeys on the board. Each kid can come
up to the board and write something they know about monkeys.
We will compose by using our hamburger graphic organizer on the SmartBoard. We will fill
in the different areas of the graphic organizer including our topic, our 3 details, and our
closing sentence.
We will revise by adding or deleting words or rearranging the sentences or details if
needed.
We will edit by correcting any spelling or punctuation errors if needed. I will purposely
make some errors to show this process.
We will publish by printing it out.
 3. Independent Student Practice:
The students are expected to participate in each station to write their expository paragraph
about an animal of their choice. By having students rotate to different stations, it ensures
each student participates in each of the 5 steps of the writing process without skipping or
forgetting a step. Also, they will be in groups so that each student in the group will be
doing the same thing at the time. If a student is unsure of a step, a fellow student could
also help the student along with the teacher. Station #1 is for prewriting where students
will brainstorm what animal they want to write about and what 3 details they will include.
Station #2 is for composing where students will use their hamburger graphic organizer to
record their ideas. Station #3 is for revising where students will switch around, add, and/or
delete words and/or sentences. Station #4 is for editing where students will make
corrections to spelling or punctuation errors. Station #5 is for publishing where students
will type their finished product, print it out, and turn it in to the teacher.
The assessment will be given at the very end stage (Publishing) of independent practice.

4. Culminating Event:
At the end of the lesson, the students will turn in their paragraph and there will be a
teacher-led classroom discussion and Q&A about what was learned during the lesson.
The classroom discussion and Q&A will include the 5-step writing process, what
expository writing is, and how the students can apply the writing process to other types
of writing in the future. Students can ask questions and the teacher will check for
understanding.

Differentiated Instruction:
a) English Language Learners (ELL): These students will be allowed to use Spanish-
English dictionaries and can use translating technology, such as Google Translate, when
typing their paragraph. They may also have extra time and support if needed.
b) Students with a learning disability: These students may have extra support and extra
time on the assignment if needed.

Student Assessment/Rubrics:
The assessment will be a rubric that the teacher will grade. Rubric example is shown below.
 Grading Rubric
0 Points 5 Points 10 Points 15 Points
Participation in Did not participate Participated in 1-2 Participated in 3-4 Participated in all
Writing stations in any stations stations stations 5 stations

Graphic Did not complete Completed 1-2 Completed 3-4 Completed all 5
Organizer any parts of the parts of the parts of the parts of the
completion graphic organizer graphic organizer graphic organizer graphic organizer

Correct grammar Final product has Final product has Fina product has Final product has
& spelling 10 or more errors 7-9 errors 3-6 errors 0-2 errors

Points Earned

Points Total 45
Possible