How Texts Explain Ideas

This is lesson 2 of 5 in the unit "Thermal Energy, Connected Ideas". Lesson Title: How Texts Explain Ideas Lesson Description: WALT: We are learning to analyse how informative texts organise and explain scientific ideas. Success criteria: I can identify a text’s purpose, audience and main ideas; I can recognise headings, topic sentences, diagrams and linking words; I can explain how a feature helps a reader; I can use evidence when discussing a text. 1. Reconnect and retrieve (8 min): Complete a vocabulary relay in five groups of five. Students sort terms from Lesson 1 into “energy,” “materials,” “change” and “places we notice it,” then correct misconceptions with the teacher. 2. Notice text structure (12 min): Read “Keeping Buildings Warm and Cool,” an accessible non-fiction text about insulation, windows, shade and energy use. Model identifying title, introduction, subheadings, topic sentences, facts, examples and conclusion. Students colour-code each feature. 3. Read, view and analyse (15 min): Pairs examine a labelled cross-section diagram of an insulated house and an infographic showing heat moving from warmer to cooler places. They answer: What does the diagram show that the words do not? How do arrows, labels and captions guide the reader? 4. Discuss and compare (17 min): Groups use an evidence circle to compare two short sources: a school energy-saving webpage and a printed information card. Students identify similarities, differences, reliable evidence and useful language. Each student contributes one observation and one question. 5. Formative assessment (8 min): Students complete a “text detective” paragraph: “The writer uses ___ to help ___ understand ___.” Teacher collects responses and gives one glow and one next step. Support: dyslexia-friendly printed and digital versions, audio option, chunked paragraphs, vocabulary cards with icons, sentence starters and teacher-led reading group. Year 7 focus: identify features and main ideas. Year 8 focus: explain how choices suit purpose and audience. Extension: evaluate which source is more trustworthy, citing two features or pieces of evidence.

Overview

Lesson 2 of 5 in Thermal Energy, Connected Ideas. Students analyse how informative texts organise and explain scientific ideas, using texts, diagrams, infographics and discussion about insulation and energy use.

Learning intentions

WALT identify the purpose, audience and main ideas of informative texts.
WALT recognise headings, topic sentences, diagrams, captions and linking words.
WALT explain how text features help readers understand scientific ideas.
WALT use evidence when discussing and comparing sources.

Success criteria

I can identify a text’s purpose, audience and main ideas.
I can recognise important structural and visual features.
I can explain how a feature helps a reader.
I can support an observation with evidence from a text or image.

Curriculum links

Reading and viewing: understand, interpret and respond to ideas and information in increasingly complex texts.
Writing: use purposeful language, structure and supporting evidence to communicate ideas.
Oral language: contribute relevant ideas, ask questions and build on others’ thinking in group discussion.
NCEA-aligned literacy: analyse how texts use language and structural features for purpose and audience; communicate supported interpretations.

Lesson structure (60 minutes)

0–8 min – Reconnect and retrieve

Display the lesson question, “How can a text help us understand thermal energy?” using the opening question slide. In five groups of five, students complete a vocabulary relay: sort terms from Lesson 1 into “energy”, “materials”, “change” and “places we notice it”. Use the vocabulary relay and analysis pack for the terms and recording table. Groups justify one choice, then the teacher corrects misconceptions and briefly revisits meanings.

8–20 min – Notice text structure

Distribute the vocabulary relay and analysis pack and read the accessible text, Keeping Buildings Warm and Cool, together. It covers insulation, windows, shade and energy use. Model thinking aloud: identify the title, introduction, subheadings, topic sentences, facts, examples, linking words and conclusion. Students colour-code these features as they follow the model on the text-structure modelling slides.

20–35 min – Read, view and analyse

In pairs, students examine the labelled cross-section diagram of an insulated house and the infographic showing heat moving from warmer to cooler places in the diagram and infographic analysis page. They answer: “What does the diagram show that the words do not?” and “How do arrows, labels and captions guide the reader?” Prompt students to quote or point to specific evidence. Year 7 students focus on identifying features and main ideas; Year 8 students explain why each choice suits the purpose and audience.

35–52 min – Discuss and compare

Groups use the two short sources in the source comparison page: a school energy-saving webpage and a printed information card. Using the evidence-circle prompts on the group discussion slides, students identify similarities, differences, reliable evidence and useful language. Every student contributes one observation and one question. Groups record evidence before sharing one comparison with the class.

52–60 min – Formative assessment and close

Students complete the text detective paragraph on the text detective response: “The writer uses ___ to help ___ understand ___.” They must name one feature and refer to evidence from the text, diagram or infographic. Collect responses and give each student one glow and one next step; finish by revisiting the WALT on the plenary slide.

Resources

the Thermal Energy, Connected Ideas lesson deck
the vocabulary relay and analysis pack
Five group tables or trays for sorting vocabulary
Coloured pencils or highlighters
Projector or interactive display
Whiteboard and markers
Optional headphones or text-to-speech access
Vocabulary cards with icons for students who need additional support

Assessment

Listen for accurate vocabulary use and correct misconceptions during the relay.
Check pair and group responses for identification of features, explanation of their effect and relevant evidence.
Use the text detective paragraph to assess whether students can connect a writer’s choice with purpose, audience and meaning.

Differentiation

Provide dyslexia-friendly printed and digital versions, clear sans-serif font, increased spacing, chunked paragraphs and an audio option.
Use vocabulary cards with icons, pre-highlighted examples and sentence starters such as “The heading helps the reader to…” and “This evidence shows…”.
Run a teacher-led reading group during pair analysis; allow students to respond orally before recording ideas.
Extend advanced learners by asking them to evaluate which source is more trustworthy, citing two features or pieces of evidence and explaining how these affect the source’s credibility.

Teaching Instructions