Sharing Expert Knowledge
- Students will be able to name a topic, supply some facts about it, and provide a sense of closure.
- Students will be able to provide an appropriate caption.
- Call students together.
- Read How to Babysit a Grandpa to students.
- Tell students that just like the boy in the story, they are experts in certain topics. Explain that an expert is someone who knows a lot about something. They know so much about the topic that they can even teach others about it!
- Brainstorm a list of topics that students know a lot about. (This could include information about animals, foods, etc.)
- Chart their ideas on the whiteboard.
Explicit Instruction/Teacher modeling(10 minutes)
- Choose one of the topics from the brainstormed list to write about as a class. (It can be fun to have people lobby for different ideas and have a class vote.)
- Once students have chosen a topic, spend a few minutes talking about what students know about this topic to jog their memories.
- Pass out Draw That Fact worksheets to each student.
- Explain that the first thing students should do is to write down a fact they know about the topic on the lines provided. As a class, decide on one to write down.
- Next, explain to students that they should draw an illustration for this fact in the box above the lines. As a group, talk about some possible ways to illustrate the fact they just choose. Have students draw a picture in the box.
- After drawing the illustration, ask students to think about a possible caption for the illustration. Explain to students that the goal is to focus a reader in on the most important part of the illustration.
- Decide on a caption for the illustration as a class and have students write it on the line below the drawing.
Guided Practice(10 minutes)
- Break students up into smaller groups.
- Have each group finish coming up with the remaining 2 facts, illustrations, and captions.
- Bring everyone back together to share what they have written. Do students have similar facts? How do the illustrations and captions differ? Do students have a preference for a particular type of illustration or writing style? Why?
- Instruct the students to turn their papers over. Explain that writers end their writing with a sense of closure. Elaborate that a closure is a sentence that helps to "wrap up" a piece of writing.
- Write "I know a lot about ____ (topic)."
- Have students record the sentence stem on the back of their worksheets and fill in the topic. Ask for a student volunteer to read the finished sentence aloud.
Independent working time(15 minutes)
- After groups have shared, explain to students that they will now have the opportunity to complete their own Draw That Fact worksheets using the same process they have been using. Remind them to write a closure on the back of their worksheets after they have finished writing their three facts.
- Remind students of any class rules and expectations for independent work times and also the specific goals for their work on this worksheet (three clear facts, illustrations, and captions about a topic they are an expert in). Ask if students have any questions before they head out.
- Create a list of commonly requested words as students work. This can be displayed in a prominent location in the room to help all students with spelling needs.
- Play soft music in the background to reduce the amount of side conversations and help students to focus on the task at hand.
- Support: For students who struggle with drawing, it can be fun to allow them to cut out pictures from magazines, newspapers, etc. It can also be useful to have students work as partners and provide a scaffold for one another.
- Enrichment: To add a greater challenge, students can create diagrams instead of just illustrations. Students can also turn this into a real research project where they become an expert in something. After choosing a topic to learn more about, students can go to the library, find books, and choose three interesting facts to write, illustrate, and caption.
- Assess student contributions to group discussions and in group activities.
- Review the Draw That Fact worksheet to make sure students included three facts, a closing, illustrations, and captions.
- Assign another Draw That Fact worksheet for homework to provide an additional opportunity for students to meet the learning objectives.
EXTENDED ASSESSMENT (Over the span of a week)
- Extend this lesson by introducing digital tools to publish their work such as Storybird or Tikatok.
- Allow students sufficient time to explore these tools with peers prior to publishing their writing.
- Instruct students to produce and publish writing on a new topic (name the topic, state three facts, and include a closing sentence).
- Print out student work or share it on an online blog/class website.
- Set up different work stations: computers for researching and publishing, books for researching and getting illustration ideas, and different tables with various art supplies for drawing illustrations.
Review and closing(15 minutes)
- Call students together.
- Allow students the opportunity to share what they wrote and drew on their worksheets. (It can be fun to make a special author’s chair for students to sit in when they share their work.)
- Ask students what they really liked about what other people did. Why did they enjoy it? Were some illustrations and captions more useful than others? Is there anything they would like to add to their own writing after seeing what others wrote?
- Finally, encourage students to think about who they may like to share their writing with. Would they like to share with a younger class or create a special exhibit? Part of the fun of writing is sharing it. Others should benefit from their expert knowledge!