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Week 3: Feb 16-Feb 20: Day 12

Katie Miller
Student Teaching
Subject: Writing
Grade: 2
Time: 25-35 minutes
nd

Topic: Expository Non-Fiction


Class: Miss Key
Lesson Date:

SOL: 2.12 The students will write stories, letters, and simple
explanations.
b) Organize writing to include a beginning, middle, and end for
narrative and expository writing.
Content Outline:
Expository Non-Fiction Formats
o Cause and Effect
o Problem and Solution
o Question and Answer
o Comparison and Contrast
o Description
o Sequence: How To- Introduction and Materials (Beginning),
Steps (Middle), Conclusion (End), Diagrams
o Why we read and write Non-Fiction:
To learn new information
To satisfy our inquiry
To understand our world fully
To understand concepts and expand our vocabulary
To make personal connections
To share our knowledge
Rationale: The students will write different forms of expository nonfiction to expand their writing experience. This will allow the students
to share their knowledge and see how non-fiction can be written in
many different structures. It will also help them realize all the detail
that is needed in expository non-fiction along with accuracy.
Objectives:
SWBAT compose different expository non-fiction writing with a
beginning, middle, and end.
SWBAT create their own recipe and write a paragraph using sequence
wording.
Lesson Opening:

Ask students to recall what we need when writing a How To piece


of writing.
Then have students reflect on what we have been working on
during Making Meaning, reading recipes. Today, we will be
creating our own recipe!
Connection: Students will be able to connect their expository nonfiction writing back to different non-fiction reading they have done.
They will also be able to make connections to text features, which they
will be learning about this week as well and have seen in daily life.
They will be able to connect their writing to their prior knowledge
because they will be writing about accurate information they know.
Instructional Strategies:
Model and example of how to create your own recipe: Name of
what you are making, ingredients including sizes, then directions.
Bring in examples of Nans recipes to show students. Then have
the students brainstorm ideas and begin writing the writing
process.
Products:
My Own Recipe (create a class recipe book)
Assessment:
Can assess if concept of description is grasped by their
paragraphs/recipes along with participation in the whole group
lesson
Closure:
Tell the students if they are not finished they can work on them
tomorrow and we will be creating a class recipe book!
Put writing notebooks away
Homework:
None
Differentiation:
If students have questions, I can answer them, but there will not
be any changes made for the product
The task is differentiated within itself
Wait time can be extended
Ask more probing questions
Materials/Equipment:
Writing Notebook
Pencil

Examples of Recipes

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