Seventh Grade
English Language Arts and Reading
Unit: 03 Lesson: 02
Day 8 of 20
Stepping Into Expository Text
Lesson Preparation
READING
Daily Lesson 8
TEKS
Key
Understandings
and
Guiding
Questions
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
7.Fig19A
7.10B
7.13A,B,C
7.17C
7.14A,B
7.19B,C
• Authors choose structure to organize information and
communicate meaning.
• Authors choose structure to organize information and communicate
meaning.
 How do authors use structure to convey meaning?
 How do authors effectively communicate ideas and information to an
audience?
• Readers use strategies to support interpretation of text.
 What do readers do to clarify their understanding of text?
• Authors vary form and style in order to write for different purposes,
audiences, and contexts.
 How do authors decide how to present their information based on
purpose, audience, and context?
Vocabulary of
Instruction
•
•
•
•
Media
Factual claim
Commonplace assertion
Opinion
• Simple sentence
• Compound sentence
• Complex sentence
Materials
•
•
•
•
Reader’s Notebook (1 per student)
Teacher Reader’s Notebook (1)
2 grade-appropriate examples of informational media
Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Excerpt from a grade-appropriate text with a variety of complete
sentences (1)
• Chart paper (if applicable)
• Teacher Resource: Grade 7 Unit 03 Writing Appetizer (1)
Attachments
and Resources
Advance
Preparation
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Select two grade-appropriate examples of informational media
with visual and/or sound techniques. Possible examples could
include: a documentary, an online news article, a newscast, an
informational brochure, magazine article, etc. Prepare to display
and/or distribute the selected examples of informational media.
2. Select an excerpt from a grade-appropriate text that has examples of
simple, compound, and complex sentences. Be prepared to discuss
each kind of sentence including modifiers, antecedents, parallel
structure, and/or consistent tenses.
3. Create an Anchor Chart: Types of Sentences. Include a definition and
©2012, TESCCC
06/01/13
Page 1 of 4
Seventh Grade
English Language Arts and Reading
Unit: 03 Lesson: 02
Daily Lesson 8
READING
WRITING
3. Create an Anchor Chart: Analyzing Informational Media. Write
the following questions on the chart and leave room for
responses: What was the explicit message of the (insert form of
media here)? Was there an implicit (hidden) message? What
visual and/or sound techniques were used to influence the
message? How did this (insert form of media here) influence or
inform the audience?
example for each of the following terms: simple sentence, compound
sentence, complex sentence, modifier, antecedent, parallel structure,
and consistent tense. Refer to Background Information.
4. Refer to the Teacher Resource: Grade 7 Unit 03 Writing Appetizer.
Prepare accordingly.
4. Prepare to display the Anchor Chart: Identifying Bias in
Expository Texts from Daily Lesson 7 Reading.
Background
Information
Refer to Daily Lesson 7 Reading
Simple sentence - a sentence with one clause (e.g., the chicken
crossed the road)
Compound sentence - a sentence composed of at least two
independent clauses linked with a conjunction (e.g., Sam talked,
and Emma listened)
Complex sentence - a sentence with an independent clause and at
least one dependent clause (e.g., I cleaned the room when the
guests left)
Modifier - words that modify or make more specific the meanings of other
words; includes words or phrases that act as adjectives and adverbs
(e.g., The tired child fell off the swing.). The modifying phrase is next to
or in clear relation to the intended word.
Antecedent - a noun that a pronoun refers to (e.g., Iris is the
antecedent of she in Iris tried, but she couldn't find the book)
Parallel structure - the use of the same grammatical structure (i.e.,
noun phrases, verb phrases) within a sentence or in a bulleted list.
Example of parallel structure: I like to swim, to dance, and to camp.
Example of non-parallel structure: I like to swim, to dance, and go
camping.
Consistent tense - using the same verb tense throughout a sentence,
paragraph, or essay. Shifting from one verb tense to another should
be done only when demonstrating a shift in time.
Teacher Notes
©2012, TESCCC
06/01/13
Page 2 of 4
Seventh Grade
English Language Arts and Reading
Unit: 03 Lesson: 02
Instructional Routines
Daily Lesson 8
READING
WRITING
Duration
and
Objective
Suggested Duration: 45-50 min.
Suggested Duration: 45-50 min.
Content Objective: Students interpret explicit and implicit
messages in informational media and evaluate how media
influences and informs audiences. Students also interpret the
techniques used to influence the message.
Content Objective: Students generate ideas and draft on a familiar
expository topic in order to convey information. Students use a variety of
complete sentences.
Mini Lesson
1. Explain that media can be informative. Ask: What types of
media can be informational? Discuss responses.
1. Writing Appetizer: 5-10 min.
2. Display (and distribute, if applicable) one of the selected
examples of informational media.
3. Display the Anchor Chart: Identifying Bias in Expository Texts
from Daily Lesson 7 Reading. Add “and Media” to the title of the
chart. Tell students that they must also be careful about bias in
informational media. Review the concepts of factual claims,
commonplace assertions, and opinions.
4. Display the Anchor Chart: Analyzing Informational Media.
Review the questions on the chart and instruct students to keep
the questions in mind as they read and/or view the piece of
informational media.
Learning
Applications
2. Display and read the selected excerpt from a grade-appropriate text
with a variety of sentences.
3. Display the Anchor Chart: Types of Sentences. Discuss the
definitions of the terms of the chart. Using the displayed excerpt,
discuss how the author used a variety of complete sentences
including the use of modifiers, antecedents, parallel structures, and/or
consistent tenses. Emphasize that it is important to have a variety of
sentences in order to control the pace and mood of the piece being
written. Also, emphasize that it is important that the sentence make
sense and sound smooth when read aloud.
4. Display the expository ideas that were generated in the Teacher
Writer’s Notebook in Daily Lesson 7 Writing. Continue to Think
Aloud and add 2-3 additional ideas for conveying information.
5. Read and/or view first selected piece of informational media.
Discuss and record responses to each of the questions on the
Anchor Chart: Analyzing Informational Media. Also, record
factual claims, commonplace assertions, and opinions on the
Anchor Chart: Identifying Bias in Expository Texts.
5. Choose one of the generated ideas and Quick Write 1-2 paragraphs
to convey information already known about the topic. Model using a
variety of complete sentences.
1. Display (and distribute, if applicable) the other selected example
of informational media.
1. In their Writer’s Notebook, students generate 2-3 additional
expository topics in which they are familiar.
2. Students read and/or view the second selected piece of
informational media.
2. Students select one of the ideas and Quick Write 1-2 paragraphs to
convey information they already know about the topic. Students use a
variety of complete sentences.
3. Students discuss and record responses in the Reader’s
Notebook to the questions on the Anchor Chart: Anchor Chart:
Analyzing Informational Media.
©2012, TESCCC
06/01/13
Page 3 of 4
Seventh Grade
English Language Arts and Reading
Unit: 03 Lesson: 02
Daily Lesson 8
Closure
READING
WRITING
1. As a class, discuss students’ responses to the questions on the
Anchor Chart: Anchor Chart: Analyzing Informational Media.
1. Students share their ideas and their Quick Write with a partner.
2. Ask students to provide an example of simple, compound, and
complex sentences from their writing.
©2012, TESCCC
06/01/13
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