ALEX Learning Activity

This learning activity uses a strategic approach to introduce students to the academic vocabulary they need to understand before writing an expository essay. The activity uses quadrant cards to help extend student learning beyond the basic definition of the term. The following terms are included in the learning activity: transition words, target audience, supporting details, thesis, conclusion paragraph, body paragraph, introductory paragraph, objective tone, formal style, text organization, exposition, and body paragraph.  

This activity was created as a result of the ALEX Resource Development Summit.

Students will be able to define and provide examples of ten vocabulary terms that are related to expository writing, such as organization, style, and tone. 

1. The teacher will share the resource with students by adding it to their digital classroom or sharing it with students directly via email. Students will be prompted to make a copy of the learning activity.

2. The teacher will explain the learning objective using student-friendly language. 

3. The teacher will provide instructions for completing the activity using the following language:

"Today we will use quadrant cards to explore the meanings of ten new vocabulary terms. Learning these terms will help prepare us for when we write our expository essays. Take a few moments to read the directions to yourself and preview the example on page 2 of the resource." 

4. The teacher should allow students time to read the directions and preview the example. The teacher will ask students if they have any questions.

5. Before students begin working on the activity independently, the teacher should call their attention to the example on page 2 of the document. The teacher should discuss the example card using the following language:

"On page 2, you will find an example of a completed quadrant card. In the top left section, you will find the vocabulary term. Please note that the terms are specific to the writing process. You will find it more helpful to define the terms by doing a general Google search than by looking up the definitions using a dictionary. In the top right section, you will see a definition or explanation of the term or a synonym. In the bottom left section, you will find ideas that connect to or are examples of the term. The bottom right section contains an image of the term. If the term is too abstract to show in pictures, you can type an antonym for the term in this section. If there are no further questions, you may begin."

6. The teacher should walk the room and monitor student progress. 

7. After about 30 minutes, the teacher should encourage students to finish up their work. The students will submit their assignments by uploading them into the teacher's digital classroom or sharing it with the teacher directly.

Use this Answer Key to help assess student learning. Students may submit responses that differ from those in the key. Give credit for each term if the student has an accurate definition and relevant examples. Only award credit if the student has identified the term correctly as it relates to expository writing. 

The teacher will need to preview the resource and make sure they are familiar with the terms and the quadrant cards. 

The teacher should share the resource with students by posting it in a digital classroom or sharing it with students directly. 

The teacher should establish a method for how students will submit their work. 

The terms in this resource can be adjusted to provide instruction on a variety of topics. The teacher can add an image bank or word bank to support students who need differentiated instruction. 

This resource can be printed if the teacher would like students to draw their images.

Corresponding activities are available here--

Compare and Contrast Essay: Writing Lab

Compare and Contrast Essay: Writing Prompt & Rubric