By purchasing this product, you'll get a pre-lesson activity that will serve as a formative assessment and critical thinking exercise (and later as a "how to" model for student reference), a ready-to-copy burrito booklet to facilitate expository "how to" writing instruction, a technology-integrated lesson with QR code supports, and a template for students to use when publishing their writing.
The first time I gave this lesson, it was an eye-opening experience to learn that several of my students did not know what an ice cream sundae was because they had never had one! Others did not know that's what they were called. After an engaging whole group discussion, we launched into our writing lesson. Our unit ultimately ended with an ice cream sundae celebration (which I would strongly recommend). Students were highly motivated and their detail support greatly improved when they were told that they had to specifically name and include any ingredient they wanted on their sundae. The results were absolutely wonderful!
Note: The standards for expository writing do not include a focus on transitional or procedural words, so I aligned this with the narrative writing standards which specifically mention transitional words and phrases to sequence an event.
Copyright (C) 2014 Erika Bell. All rights reserved by author. Permission to copy for single classroom use only. Electronic distribution limited to single classroom use only.
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My name is Erika Bell, and I was born and raised in the great state of Alabama. In 2007, I graduated with a Bachelor of Science in Marketing, with a minor in Spanish. I earned my Master of Arts in Education from the University of Alabama at Birmingham in 2011. I am highly qualified to teach English as a Second Language (ESL) for kindergarten through twelfth grade. I have three dogs, whom I consider to be my children. In my free time, I enjoy reading, watching movies, listening to music, and spending time with friends and family.
This year will be my ninth year in education. I was blessed to spend my first four years in education as a Special Education Paraprofessional in my school's Autism Unit. I was simultaneously earning my Master of Arts in Education in ESL while gaining real classroom experience. Since 2011, I have been an ESL teacher, and I absolutely LOVE my job! I get to teach English to students in all grade levels, and my students are always teaching me new words in their home languages and new ideas in their cultures.
I believe in creating an educational experience for students. The more senses that are engaged, the more students are learning. So when you visit my classroom, you'll likely see students moving around and making noise, expressing themselves and learning through doing. I believe in establishing strong procedures and then letting students discover their own learning within those procedures. I encourage students to chase their thoughts if they have a new idea that leads them to a new direction. I believe this is where the most meaningful learning takes place.