UBD Unit: Expository Writing
Teacher: Tracy Davidson
Subject: English
I: Content Objectives:
 The learner will be able to identify 5 elements of an expository essay
 The learner will be able to apply 3 elements to their own personal expository essays
 The learner will be able to score their essays using the NJ scoring holistic scoring rubric
 The learner will be able to score past participants in the NJ HSPA and give two reasons of their choice score
 The learner will be able to score a 4 or above on their expository essay.
II: Essential Questions:
 What are the elements of an expository essay?
 How do I explain and inform?
 When in life do I use these techniques?
 How do I score a “4?”
III: Stage One: a.
Why should student learn this content or skill? i.
In order to score proficient on the NJ HSPA it is imperative they understand the process. b.
What real-world learning experience(s)/situation(s) will be applicable to this
Blended Instruction unit of study? i.
Students will search for expository/explanations in the media.
IV: Stage Two: c.
Describe performance assessments and formative assessments in Stage 2 i.
Performance Assessments:
1.
Scoring previous participants on the NJ HSPA ii.
Formative Assessments:
1.
Construct and practice writing an expository essay.

2.
Score their own essay before submitting with reasons behind their grade using the NJ Holistic Scoring Rubric.
V: Stage Three: d.
Provide details for the instructional plans to demonstrate differentiation
1.
Students will work at their own pace scoring previous written NJ
HSPA expository essays. Then will then post their results in the shared folder. e.
Provide opportunities to explore and experience Big Ideas related to the Essential
Questions of the unit of study
1.
Students will be given the opportunity to demonstrate their knowledge and apply their expertise to their own essays in preparation for the NJ HSPA and quarterly benchmark assessments. f.
Provide flexibility to address the interests and learning styles of all students
1.
Because students will work at their own pace, the teacher can give one on one attention to the students. g.
Provide opportunities for students to evaluate their work and set future goals
1.
Students will reflect on their personal essays both pre and post submission to incorporate the full scope of the writing process. h.
Lesson:
1.
Introduce expository writing through PowerPoint and fill in worksheet. (2 Days) a.
Dissect the NJ State Rubric to look for key elements in incorporating b.
Respond to mini prompts along with note taking c.
Reflect and share responses to the “mini” prompts
2.
Look at past prompts and responds that scored from a variety of levels 0-6. Identify two reasons of why the participant scored that and post to shared folder. (2 Days)
3.
Respond to an expository prompt-using the skills of mapping, drafting, editing, revising, and publishing (to shared folder)-(3
Days)
4.
Write a short paragraph-3-4 sentences explaining what your grade should be with an explanation. (1/2 day)
5.
Reflect upon 3 other class mates’ essays. (1/2 day)

VI: Standards:
1.
English Content: a.
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). b.
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 tasks, purposes, and audiences. c.
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. d.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
2.
Technology Standards: a.
8.1.2.A.4 : Create a document with text using a word processing program. b.
8.1.2.A.5 : Demonstrate the ability to navigate in virtual environments that are developmentally appropriate . c.
8.1.4.A.3 : Create and present a multimedia presentation that includes graphics. d.
8.1.12.A.2 : Produce and edit a multi-page document for a commercial or professional audience using desktop publishing and/or graphics software. e.
8.1.12.A.3 Participate in online courses, learning communities, social networks, or virtual worlds and recognize them as resources for lifelong learning.

f.
8.1.12.A.4 Create a personalized digital portfolio that contains a résumé, exemplary projects, and activities, which together reflect personal and academic interests, achievements, and career aspirations. g.
8.1.12.F.2: Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address educational, career, personal, and social needs
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