Ingrid Staufert Ingrid Staufert

Product Approach-Science Expository writing
Grade 2 advanced beginner level


(CLIL) Students will write an expository piece about the Water Cycle using an introduction, facts, and details, and a conclusion in this lesson according to what they learned and observed from our Science Class project.


Main Aims

Perhaps the most important element of any plan is the part where we say what our aims are.Jeremy Harmer in The Practice of English Language Teaching

Subsidiary Aims

  • To provide practice of language used for explaining the Water Cycle process and their conclusion of the Science lesson previously done..


Warmer/Lead-in (3-10 minutes) • To set lesson context and engage students

Have Ss follow along to "If all the raindrops" song/video. Elicit stages of the Water Cycle by showing slides of the experiment we did with the ziplock bags.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

1-Have Ss go to the virtual activity link and label each part of the expository piece about Dinosaurs. They will take a screenshot of their completed worksheet. 2-When they return, assign BO rooms of 3 Ss for 5 minutes, and have them check their answers with peers. 3-Return to the main session and clarify the exercise.

Useful Language (8-10 minutes) • To highlight and clarify useful language and sequencing for expository piece.

Share slides of paragraph sequencing and transition words to clarify language that Ss can use in their writing piece.

Productive writing class (18-20 minutes) • To provide an opportunity to write an expository piece about Water Cycle

Ss will write an expository piece about what the Water Cycle is and its stages. They will work on the pic collage app using and letter font they choose and turn it in on Google classroom after the lesson as class evidence. The expository piece should have an opening or introduction sentence, facts and details, and a personal conclusion. Just like the sample layout presented in the previous stage.

Feedback and Error Correction (10-15 minutes) • To provide feedback on students' production of their expository piece.

Once f time is up Ss will return to the main session and I will prompt a discussion of how they feel about writing their piece (5 min) then I will rearrange the BO rooms so Ss will interact with different peers. They will share their expository pieces on screen in the BO rooms and have their peers check with the checklist provided. Checklists will be uploaded to Google classroom for the teacher to review.

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