Tag Archive | Border Crisis

Unit 5: Expository Reading and Writing

We have discussed different types of expository essay in this unit.

Cause and Effect

*Compare and Contrast (Chapter 9) in the packet: 1. Compare cars that use gasoline and electric cars and 2. Compare traits parents and their children have.

*Problem-solution (today’s activity): Choose one of the mentor texts on border crisis, standing up, and events going on in our world.

*Classification (Chapter 8 in the packet)—Group information according to teacher-specified guidelines on a student-created organizer.


You have explored classification and compare and contrast early this week. Today, you will begin the exploration of the problem-solution type of expository essay.

For these types of essays, you have been required to read critically.

You have been taking apart dense readings and deepening comprehension by doing the following:

  • Identifying explicit and implicit textual information, including main ideas, overall effect, and any possible “arguments” made by the text.
  • Identifying and evaluating devices the writer uses to create tone and support an argument, idea, attitude, or purpose.
  • Drawing and supporting complex inferences from the text to summarize, draw conclusions, and distinguish facts from simple assertions.
  • Identifying and analyzing how a writer’s use of language appeals to the senses, creates imagery, and suggests mood.


1. Differentiation: Select one mentor text that appeals to you. Read it criticallyAoW 1415_01 Border CrisisAoW 1415_03 Stand Up or AoW 1415_06 World Going Nuts

2. Retrieve the problem-solution organizer and provide all required information:  ProbSolution_NYTLN_Assignment

3. Submission: Either print the finished product and submit it physically or electronically through e-mail: franceseohanenye@katyisd.org.

Due date: February 27, 2015