Expository Texts Introduction

Overview

This 45-minute session is designed to introduce Grade 7 students to the characteristics of expository texts, in alignment with the Ontario Language curriculum expectations. Students will explore the purpose, structure, and key features of expository texts through active analysis and collaborative discussion, setting the foundation for the "Voices Through Time" unit.

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Curriculum Alignment

Ontario Language Curriculum, Grade 7 (2023 Draft & 2013 Previously Published Version)

• Reading
  • 1.1 Purpose and Audience: identify a variety of purposes for reading and listening, and read texts suited for particular purposes (1.1)
  • 1.4 Understanding Forms and Genres: demonstrate understanding of a variety of texts, including expository texts, by summarizing and identifying organizational patterns (1.4)
• Writing
  • 2.1 Writing Forms: generate, gather, and organize ideas and information to write expository texts (2.1) — setting up future lessons
• Media Literacy
  • 3.1 Media Texts: identify characteristics of media texts, including those of informational/expository nature (3.1)

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Learning Goals

By the end of this lesson, students will be able to:

• Define expository texts and explain their primary purpose.
• Identify key structural features of expository texts such as headings, subheadings, introduction, body, conclusion, and use of facts and examples.
• Analyse samples of expository texts to locate and explain these features.

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Success Criteria

• Can accurately explain the purpose of an expository text.
• Can identify and describe the structural elements in a given text.
• Can work with peers to discuss and summarise key ideas from expository passages.

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Materials Needed

• Whiteboard and markers
• Printed copies of short expository text samples (2 different examples, approx. 150-200 words each)
• Chart paper or large poster boards
• Sticky notes in two colours
• Student notebooks/journals
• PowerPoint slides with visuals illustrating expository text structure

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Lesson Sequence

1. Engage & Activate Prior Knowledge (5 min)

• Begin the lesson by asking: “What types of texts do you read that help you learn about facts or information? What makes these texts different from stories or poems?”
• Create a quick T-chart on the board: "Stories/Poetry" vs "Information Texts" with student input.
• Introduce the term expository text and write it clearly on the board.

2. Mini Direct Instruction – Characteristics of Expository Texts (10 min)

• Display a short, familiar expository text via PowerPoint (e.g., a passage about a historical event or scientific fact).
• Explain the purpose: to inform or explain something clearly using facts, not opinions.
• Highlight key structural features on the slide:
  • Introduction (states the topic)
  • Body paragraphs (give descriptions, facts, examples)
  • Conclusion (summarises main points).
• Discuss text features often found in expository texts: headings, subheadings, diagrams, bold/italic words.
• Use graphic organisers to visually map structure (simple example on slide).

3. Guided Text Analysis Activity (15 min)

• Distribute two short expository text samples to students working in pairs.
• Provide a graphic organiser with prompts:
  • What is the main purpose of this text?
  • Identify the introduction, body, and conclusion.
  • Highlight any headings or text features.
• Circulate to support groups, asking probing questions to deepen understanding.
• Use two coloured sticky notes:
  • One colour to mark purpose-related sentences.
  • Another for structural elements (headings, conclusion, etc.).

4. Collaborative Sharing & Class Discussion (10 min)

• Invite pairs to share their findings with the class.
• Create a master chart on poster paper listing shared observations about expository texts.
• Prompt students: “How do these features help you understand the information better?”
• Encourage peers to add comments or questions.

5. Consolidation and Reflection (5 min)

• Students individually write a short journal entry responding to the prompt:
  “In your own words, what is an expository text and why is it important to recognise its structure?”
• Optionally, select a few students to share their reflections aloud.

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Assessment & Next Steps

• Formative Assessment:
  • Observation of group discussions and completed graphic organisers to check understanding.
  • Review of journal reflections for evidence of grasping key concepts.
• Preparation for Future Lessons:
  • This lesson sets the stage for upcoming writing tasks focused on creating expository texts and investigating voices from different time periods.
  • Use student reflections to identify areas requiring reinforcement.

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Differentiation Strategies

• For learners needing support:
  • Provide sentence starters for journal entries.
  • Allow use of graphic organisers with partial completion.
• For advanced learners:
  • Challenge them to identify additional text features (e.g., glossary, captions).
  • Encourage creation of their own short expository paragraph for homework.

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Teacher’s Reflection Prompts (Post-Lesson)

• Did students identify all major features of expository texts?
• Which parts of the lesson engaged students the most?
• Were any misconceptions about text purposes or structures noted?
• How can collaboration be further encouraged in upcoming lessons?
• Are text supports visually clear and accessible for all learners?

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This highly focused lesson primes students for deeper exploration of expository texts and critical thinking about how information is presented “through time.” It aligns tightly with Ontario curriculum expectations and cultivates foundational literacy skills essential for success across content areas.