Oaklyn Public School

Content Area: English Language Arts

Unit Title: Expository Writing
Grade Level: Eighth Grade
Unit Summary:
This unit will introduce the student to strategies to conduct research for a research paper, improve
organization of an expository writing piece, utilize the steps of the writing process, and write using clear
topic sentence, relevant and elaborative supporting details, transitional words, and appropriate voice.
Students will find sources and take notes, be able to paraphrase ideas, eliminate wordiness in writing,
and cite sources correctly. Students will also practice responding to various expository prompts by
writing an informative essay in preparation for standardized tests.
Primary Interdisciplinary Connections:
Social Studies
Science
Technology
21st Century Themes:
Standard 9.1 21st Century Life & Career Skills: All students will demonstrate the creative, critical
thinking, collaboration, and problem-solving skills needed to function successfully as both global
citizens and workers in diverse ethnic and organizational cultures.
A. Critical Thinking and Problem Solving
The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the
problem is a lifelong skill that develops over time.
Unit Rationale:
Students need to be able to develop a reasonable topic for a research report, identify appropriate sources
for research, conduct research, and recognize the characteristics of a well-written expository piece in
order to apply these qualities to their own writing. In order to develop critical thinking skills and
problem solving strategies, students need to be able to recognize a purpose for writing, adjust the
structure of the writing piece to the purpose and audience, and organize their details in a logical and
effective manner that will achieve the purpose of relaying information to the reader.

Learning Targets
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Unit

Standards :
Reading for Informational Text (RI): Key Ideas and Details, Craft and Structure, Integration of
Knowledge and Ideas, and Range of Reading and Level of Text Complexity.
Writing (W): Text Types and Purposes, Production and Distribution of Writing, Research to
Build and Present Knowledge, and Range of Writing
Language (L): Conventions of Standard English, Knowledge of Language, and Vocabulary
Acquisition and Use.
CPI
Number
RI1
RI2
RI8
W2

W4
W5
W6
W7
W8

Cumulative Progress Indicator (CPI)

Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
Determine a central idea of a text and analyze its development over the course of the text,
including its relationship to supporting ideas; provide an objective summary of the text.
Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant
evidence is introduced.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and
information into broader categories; include formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships
among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the
topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented.
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how
well purpose and audience have been addressed.
Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas efficiently as well as to interact and collaborate
with others.
Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow
for multiple avenues of exploration.
Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the

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Unit

W9

W10
SL4
SL5
SL6
L1

L2

L3

data and conclusions of others while avoiding plagiarism and following a standard format
for citation.
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
a. Apply grade 8 Reading standards to literature (e.g., Analyze how a modern work of
fiction draws on themes, patterns of events, or character types from myths, traditional
stories, or religious works such as the Bible, including describing how the material is
rendered new).
b. Apply grade 8 Reading standards to literary nonfiction (e.g., Delineate and evaluate
the argument and specific claims in a text, assessing whether the reasoning is sound and
the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced).
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
Present claims and findings, emphasizing salient points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye
contact, adequate volume, and clear pronunciation.
Integrate multimedia and visual displays into presentations to clarify information,
strengthen claims and evidence, and add interest.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English
when indicated or appropriate.
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
a. Explain the function of verbals (gerunds, participles, infinitives) in general and their
function in particular sentences.
b. Form and use verbs in the active and passive voice.
c. Form and use verbs in the indicative, imperative, interrogative, conditional, and
subjunctive mood.
d. Recognize and correct inappropriate shifts in verb voice and mood.
Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
b. Use an ellipsis to indicate an omission.
c. Spell correctly.
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to
achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty
or describing a state contrary to fact).

Unit Essential Questions

How do good writers express
themselves? How does process shape the
writers product?

Unit Enduring Understandings

Good writers develop and refine their ideas for
thinking, learning, communicating, and aesthetic
expression.

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Unit

How do writers develop a well written

product?

How do rules of language affect

communication?

Why does a writer choose a particular

form of writing?

Good writers use a repertoire of strategies that

enables them to vary form and style, in order to
write for different purposes, audiences, and
contexts.
Rules, conventions of language, help readers
understand what is being communicated.
A writer selects a form based on audience and
purpose.

Unit Learning Targets

Students will . . .
Read a published model of an expository essay and discuss the characteristics of a well-written
expository essay
Identify characteristics of an expository essay
List ideas for a research report, discuss ideas with a partner, and choose appropriate topic to write
about
Skim books and articles to identify potential sources for their research report
Choose at least four appropriate sources for their research
Differentiate between fact and opinion in a writing piece
Paraphrase sources and attribute exact quotations
Take notes on note cards and organize sources of information
Organize note cards and make sure they have enough information
Cite sources correctly
Make outlines for research report
Write from an outline by doing each of the following:
Write a topic sentence for each main topic on their outline
Write at least one paragraph for each main topic
Include examples, details, comparisons, and quotations that add interest and support each topic
Use transitional words and phrases to make their report easy to follow
Evaluate their research reports using a rubric
Revise their working draft, based on self-evaluation
Discuss their working draft in a writing conference
Make further revisions based on the conference and on revision strategies
Write a final draft of a research report
Present findings from research reports in multimedia presentation
Write an informative essay for a standardized test using all steps of writing process
Evidence of Learning
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Summative Assessment: (Three class periods)

Expository Writing Rubric for Research papers, using the NJ ASK 6-point Rubric for standardized
test writing prompts
Formative Assessments:
Prewriting Graphic Organizers
Teacher Observation of Group Editing
Peer Editing Comment Sheets
Note Cards
Research Paper Outline
Rough Drafts Of Essays
Equipment Needed:
Overhead Projector
Computers
Chalkboard
Sample Expository Writing Pieces
Teacher Resources:
Elements of Language, Second Course, Holt, Rinehart and Winston, 2007
Supplemental sample expository essays
Lesson Plans
Lesson
Lesson 1: Identification of Key Elements of Ideal
Expository Essay
Students silently read an exemplary expository writing
piece and mark-up important parts of structure and content
of essay. Discuss as whole group the important elements of
the essay and what make it an effective writing piece.

Timeframe
One class period

Lesson 2: Teacher Modeling of Prewriting Process

Students create an idea web to narrow and focus topic;
skim books and articles to identify potential sources;
develop research question that will become topic of their
research paper
Lesson 3: Begin Research Process
Students will choose at least four appropriate sources
for their research; teacher will demonstrate how to create a
source card for each source.

One class period

Lesson 4: Taking Notes: Paraphrasing vs. Plagiarizing

Teacher will demonstrate how to use sources for taking

One class period

One class period

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Unit

relevant notes on note cards for research report. Teacher

will emphasize importance of paraphrasing instead of
plagiarizing and the importance of protecting ideas as
intellectual property. Students will practice taking notes
and paraphrasing information.
Lesson 5: Taking Notes
Students will utilize class time to write note cards using
their source materials. Teacher will be available for
answering questions and providing guidance in note taking
process.

One class period

Lesson 5: Outlining
Teacher will demonstrate process of organizing note
cards to create an outline. Outline should be organized by
paragraph and each paragraph should have its own main
idea statement. Students will organize note cards and make
sure they have enough information; make outlines for
reports.

One class period

Lesson 5: Writing from an Outline

Students will write a topic sentence for each main topic
in their outline and write at least one paragraph for each
main topic. Include examples, details, comparisons, and
quotations that add interest and support each topic. Use
transitional words and phrases to make their report easy to
follow.

One class period

Lesson 6: Student writing of first draft

Students will elaborate on paragraphs from last lesson
and develop first draft of their research paper.

One class period

Lesson 7: Self editing and peer editing

Students will trade papers with peers. Using writers
checklist from NJ ASK and feedback form, students will
evaluate peer papers and make comments on feedback
form regarding strengths and weaknesses of papers.
Lesson 8: Teacher/student conferences
Students will discuss their working draft with the
teacher in a writing conference. While students are meeting
with teacher, rest of class will work on making revisions to
their working drafts.

One class period

Lesson 9: Final draft

Students will use revisions to write neat final copies of

One class period

Two class periods

6 Oaklyn Public School, English Language Arts Curriculum, Eighth Grade, Expository Writing
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their research reports.

Lesson 10: Research Paper Presentations
Two class periods
Students will prepare to give a multimedia presentation
of their research report. Students will make notes about the
most important points of their reports and practice speaking
loudly and clearly to an audience to present their findings.
Students may use PowerPoint to enhance the presentation
of their information. Students will then take turns
presenting their research reports.
Lesson 11: Responding to Expository Prompts
Teacher will give students examples of high-scoring
papers from NJ ASK and have students work in groups to
comment on strengths and weaknesses of papers using NJ
ASK writers checklist, rubric, and feedback forms.
Students will share comments in whole group session.

One class period

Lesson 12: Responding to Expository Prompts

Teacher will provide students with expository prompt
that may appear on NJ ASK. Students will respond to
prompt in timed setting by prewriting and writing
expository essay.

Two class periods

Teacher Notes:
Lessons will be developed to address learning needs of students as reflected in NJ ASK scores.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
New Jersey Department of Education http://www.state.nj.us/education/
Houghton Mifflin Middle School English http://www.eduplace.com/rdg/hme/6_8/
Ebscohost http://ebscohost.com/

7 Oaklyn Public School, English Language Arts Curriculum, Eighth Grade, Expository Writing
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