Lesson Title: Wonder Project (Part 2) - Writing Expository Text
Created and Submitted by: Laura G. Ortiz and Maria Ramon-Vichareli
School Name: George Washington Middle School
District: United ISD
Roles: Library Media Specialist and 7th-grade Reading Teacher
Grade Level: 7th grade
Lesson Plan Objectives:
At the end of this lesson, students will be able to:
1. Use graphic organizers to plan/map their thoughts/ideas.
2. Cite evidence from the text to support their conclusions.
3. Revise and edit their draft.
4. Publish their final draft using template of their choice and present final product to class.
ELA-R TEKS:
§110.19.b (25) Research/Organizing and Presenting Ideas
Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
(B) marshals evidence to explain the topic and gives relevant reasons for conclusions.
Other ELA-R Standards Addressed:
ELA-R: §110.19.b (14)
Writing/Writing Process Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;
(E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
Standards for the 21st-Century Learner Indicators
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
2.1.4 Use technology and other information tools to analyze and organize information.
3.3.4 Create products that apply to authentic, real-world contexts.
Classroom Teacher – School Librarian Collaboration:
• The librarian orders class set of books Wonder by RJ Palacio.
• The librarian sets up online classroom on www.edmodo.com for discussion questions and on-going dialogue between teacher, librarian, and students.
• The librarian comes up with a timeline/syllabus for project.
• The classroom teacher and librarian collaborate to choose project to assign students.
• Educators select graphic organizers that students can use for webbing ideas.
• Educators model the use of graphic organizers.
• Classroom teacher explains to student the writing process.
• Educators monitor students’ writing progress.
• Educators create a rubric to grade student work both in online discussions and final product.
• Educators grade students’ final product/online discussions using rubric.
Measurable Outcome or Final Product: Students will write an article in reference to their reading of the book Wonder. They will choose what purpose they have as an author for writing this article. The end result will be to publish this in the format of a newspaper, magazine, yearbook article, or other format approved by librarian and classroom teacher. Through this assignment, they will learn the writing process (planning, drafting, revising, editing, and publishing.)
Assessment Tool: Wonder Expository Writing Rubric (created at www.rubistar.4teachers.org)
Resources:
Estimated Lesson Time: 2 Class Periods over a Two-day Span (with homework for final draft)
Instructional Plan Outline:
Preparation:
1. Teacher reviews the writing process with students.
2. Librarian reviews proper etiquette for using the online forum.
3. Both educators share their expectations for assigned project.
Motivation:
1. Librarian re-reads different parts of Wonder. (Suggested pages: 3-7; 71-80; 85-90; and 124-126)
2. Both the librarian and classroom teacher explain objectives, telling students that in this writing activity they will be acting as reporters and will be writing an article in reference to a reflection of the book on topics such as bullying, friendship, difference, tolerance. They will be using textual evidence to support their article.
3. The librarian posts question on Edmodo to have students freely discuss their opinions/feelings about the book. This is also an open forum for students to ask questions about their project.
4. The librarian shows students the Read, Write, Think website that they will be using to create their final product.
Presentation:
4. Teacher passes out handouts with various graphic organizers.
5. Both educators model the writing process using the document camera/projector, including finding textual evidence for article.
6. Librarian models how to use the Read, Write, Think website by choosing various templates.
Guided Practice:
7. Educators monitor as:
• Students start brainstorming using their Idea Web graphic organizer.
• Students ask questions in class about project or on www.edmodo.com; they will be answered by both the librarian and classroom teacher.
• Students look through the book Wonder to find textual evidence for their article.
• Students edit and revise their drafts with the help of the educators.
• Students independently write their final draft on the template of their choice: http://www.readwritethink.org/classroom-resources/student-interactives/printing-press-30036.html
Closure:
8. Students, acting as reporters, present their final products as a newscast to the class in the library.
Assessment:
9. Both teacher and librarian grade final products using the rubric they created.
Extension:
10. Students will provide feedback/reflections on www.edmodo.com about their experience with this project to each other.
11. Pose this question: Now that you have finished reading Wonder and completed your project, how would you apply the lessons you have learned in your school, in your community, and in your city?
Lesson Plan Resources
Expository Paragraph Graphic Organizer
Expository Writing Rubric
ELAR_7_15_B_Ortiz_Ramon-Vichareli_Lesson_Plan (.pdf file)
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