Understanding Directions
Unit Overview
UNDERSTANDING DIRECTIONS THROUGH AN EXPOSITORY GENRE
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2nd grade |
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10 lessons |
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The unit develops expository writing by second grade students. |
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Students learn to follow directions through expository writing. |
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This unit consists of 10 lessons. Students apply their understanding of the writing process to produce an expository piece with a main idea and supporting details, using graphic organizers. The concept of media is introduced. Students share writing and practice essential speaking skills. |
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Handouts including graphic organizers |
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Formative and Summative Assessment |
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Glossary |
Unit Plan: Lessons
This unit can be implemented in a two- to four-week period. However, this time frame will be affected by the following factors: the amount of time a teacher allocates in the school day for communication arts (e.g., the number of minutes per day allowed for writing); and the depth of students’ prior knowledge regarding the writing process and the need for additional mini-lessons
Students
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Making Real-Life Connections and Introducing Expository Text |
Word |
HTML (with links to documents) |
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Deepening our Understanding and Topic Selection |
Word |
HTML (with links to documents) |
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Final Topic Selection |
Word |
HTML (with links to documents) |
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Using a Graphic Organizer as a Rough Draft Template |
Word |
HTML (with links to documents) |
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Determining Ideas and Adding Details |
Word |
HTML (with links to documents) |
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More Details and Transitions |
Word |
HTML (with links to documents) |
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Conclusion |
Word |
HTML (with links to documents) |
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Revising |
Word |
HTML (with links to documents) |
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Editing |
Word |
HTML (with links to documents) |
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Media |
Word |
HTML (with links to documents) |
Essential Questions:
| Why is it important to communicate effectively? |
| Why is it important to read, follow, write, and understand directions? |
| What processes do proficient writers use to create strong pieces of expository writing? |
| How can we apply this learning to other inquiries? |
| Why do we need to identify oral and visual media messages? |
| How would you compare our class created media presentations to that which is used in the real world? |
Summative Assessment and Scoring Guides:
PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
Students will read and follow a simple direction to perform a simple task. |
R3D: Read and follow simple directions to perform a task. (1.5, 1.6)
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Students will read an follow two and three step directions to complete a simple task.
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Students will write expository text with related experiences. |
W3C: Write expository text with assistance, with a *main idea and *supporting details. (1.8, 2.1) |
Students will write expository text with a main idea and three or more supporting details. |
Students will give simple oral directions. |
LS2B: Give clear oral directions to complete a simple task. (1.6, 2.1, 2.3) |
Students will give clear two and three step oral directions to complete a simple task.
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Students will identify, with assistance, simple messages conveyed through oral and visual media. |
IL2A: Identify with assistance, intended messages conveyed through oral and visual media. (1.5) |
Students will identify intended messages conveyed through oral and visual media. |
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