Teacher:

Date: October

Grade: 10

Topic: Expository Writing

Subtopics: The Simple Report

News Report

Duration: 3 hours per week (6 classes)

General Objectives: This lesson aims to:

 increase students’ knowledge of expository writing and the skills

required.
 to have a clear idea of what is involved in writing simple and news
reports

Specific Objectives: At the end of these lessons, students should be able to

i. define, in their own words, what is expository writing

ii. identify the basic criteria when writing a simple report
iii. answer questions to a sample simple report
iv. watch a video on how to write a simple report
v. discuss the five Ws in writing a news report
vi. watch clips of various news reports and critique them
vii. Work in pairs to complete given tasks

Methodology: Questioning

Discussions

Video Presentation

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 Group work

Instructional Materials: A Comprehensive English Course CXC English A, pages 209-211

Achieve! 4 pages 34-41, laptop, speakers, projector

https://www.youtube.com/watch?v=ZK8aVlf91g0

https://www.youtube.com/watch?v=ZK8aVlf91g0- writing a road

accident.

Previous Knowledge: Students interact with expository writing every day of their school lives.
They were also exposed to it, as an area of the teaching and learning process in lower school.

Lesson 1: Expository Writing

Duration: 60 minutes

Objective:

 Introduce students to the concept of expository writing.

 Develop their skills in expository writing through activities that incorporate critical
thinking, creativity, communication, and collaboration (4Cs).

Materials:

 Whiteboard and markers

 Expository writing samples

 Prompts for expository writing

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  Laptops or writing materials

Procedure:

Engagement:

1. Students will be asked to share what they know about expository writing

2. Real-world examples of expository writing such as news articles, academic essays, and
how-to guides will be shared with students.

3. Students will be asked to brainstorm when and where they might encounter expository
writing in their lives.

Exploration:

1. Students will be provided with a clear definition of expository writing: writing that
explains or conveys information, facts, or ideas. This will be done via the following video
https://www.youtube.com/watch?v=XLGwOlHiMoQ

2. A discussion on the structure of expository writing, which typically includes an

introduction, body paragraphs, and a conclusion will ensue.

3. It will be explained that strong expository writing relies on clarity, organization,

evidence, and a clear thesis statement.

Explanation:

1. The importance of critical thinking in expository writing. The need for accurate research
and logical reasoning will be emphasized.

2. It will be explained, via discussion, that effective communication skills are essential to
convey ideas clearly.

3. Emphasize the potential for collaboration in conducting research or peer editing.

Elaboration:

Activity 1:

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 1. Students will be provided a prompt or topic for an expository essay. For e.g., "The impact
of technology on education".

2. In pairs or small groups, students will brainstorm potential thesis statements that address
the prompt.

Activity 2:

1. Given an expository writing prompt students will work in pairs or small groups, to create
an outline for an expository essay based on the prompt. They will be encouraged to
collaborate in organizing the introduction, body paragraphs, and conclusion.

2. Each group or pair will present their work to the class. A discussion will ensue relating to
the logical flow of their outlines and the strength of their chosen points.

Evaluation: Assess students' participation in discussions, the quality of their thesis statements
and outlines, their research and evidence-gathering skills, and their ability to apply the 4Cs
throughout the lesson.

Extension Activity: Students to continue working on their expository essays, using the feedback
received from their peers. They will be encouraged to research and incorporate evidence into
their essays, making clear organization and communication of ideas.

Evaluation 2:

CONTENT

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 Expository writing is writing that seeks to explain, illuminate or 'expose' (which is where
the word 'expository' comes from). This type of writing can include essays, newspaper and
magazine articles, instruction manuals, textbooks, encyclopedia articles and other forms of
writing, so long as they seek to explain. Expository writing differs from other forms of
writing, such as fiction and poetry.

The primary goal of expository writing is to inform or educate the reader with facts, statistical
data and information.
Expository writing is:

 Factual.
 Usually presented in a linear format.
 Always presented in a logical format.
 Objective.
 Clear about its purpose.

Lesson 2

Topic: Simple Report Writing

Duration: 60 minutes

Specific Objective: At the end of this lesson students should:

 Describe the fundamentals of simple report writing.

 Develop their report writing skills through activities that incorporate critical thinking,
creativity, communication, and collaboration (4Cs).

Materials:

 Whiteboard and markers

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  Sample reports or report templates

 Laptops or writing materials

 Prompts or topics for report writing

Procedure:

Engagement:

1. Students will be asked to state the importance of reports in academic, professional, and
personal contexts.

2. Examples of different types of reports (e.g., research reports, book reports, lab reports)
will be shared and their purposes.

3. Students will be asked to share instances when they may have encountered or written a
report.

Exploration:

1. The key elements of a simple report: title, introduction, body paragraphs, conclusion, and
references (if applicable) will be .

2. Students will watch the video https://www.youtube.com/watch?v=likN0_OLO6g. A

discussion will ensue

3. Show examples of simple reports and discuss the types of information typically included
in each section.

Explanation:

1. There will be a detailed discussion on the guidelines in organizing the report

2. The structure of a simple report: Title, the who, what, how, when and where will be
discussed. Examples will be provided for each section.

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Elaboration:

1. Students will be given the following scenario “You were outside on during lunch time
when two students got into a fight. Both students were taken to the Principal’s office.
You were identified as the student who was there before the fight began. You required to
tell what happened. Write a report telling what you saw”.

2. In pairs, students will create an outline for the report, identifying the key sections and
what information will be included.

Extension:

Students to write a complete simple report on a topic of their choice, following the outline
created during the lesson.

Evaluation 2:

Students will complete activities 2,3 and 4 on page 211 in A Comprehensive English Course

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Content

Report writing is common in a number of disciplines. A report is a specific form of writing,

written concisely and clearly and typically organised around identifying and examining issues,
events, or findings from a research investigation.

It is a formal style of writing elaborately on a topic. The tone of a report is always formal. The
audience it is meant for is always thought out section. For example – report writing about a
school event, report writing about a business case, etc

1. The subject of the report should be written above

2. Include the date and time
3. To whom is the report addressed
4. Who is the person writing the report
5. Logically arrange the information -who, what, where, how, why
6. Use formal language

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Lesson 3

Topic: News Reports

Materials:

 Whiteboard and markers

 Online news articles

 Internet access (for research)

 Digital devices for research and presentations

 Achieve! 4 pages 38-42

Specific Objectives: At the end the lesson students:

 will understand the structure and characteristics of news reports.

 will develop critical thinking skills in analyzing news articles.

 will improve their communication and collaboration abilities through group activities.

 will use creativity to present news reports effectively.

Procedures

Engagement:

1. The lesson will be introduced with a class discussion about what makes a news report
different from other types of writing. Students will be asked to share their ideas about
what they think is important in a news report.

2. Activity (20 minutes): Distribute printed news articles and have students analyze the
articles in pairs or small groups. Encourage them to identify the 5 W's and discuss why
each piece of information is important.

Explanation

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 1. The characteristics of news reports, including the 5 W's (who, what, when, where, why),
and the inverted pyramid structure will be explored by way of discussion.

2. Explain the inverted pyramid structure in more detail, emphasizing the importance of
putting the most essential information at the beginning of a news report.

3. Students will be provided with practice exercises where they have to rewrite a news
report by rearranging information to fit the inverted pyramid structure.

Elaboration

1. In pairs or small groups, students will be provided with incomplete news reports.
Students will collaborate to complete the reports by critically thinking about what might
be missing and communicating effectively with their group members.

2. Assign students to groups and have them select a news article from recent events. In their
groups, they should prepare a presentation of the news report, making use of creative
visuals, graphics, and multimedia elements.

Evaluation 1:

1. Students will complete Activity 1 in the text book

Evaluation 2:

Content

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A news report is a factual account of an event or an occurrence written with the intention of
spreading information about what is happening in and around the one’s country.

A news report should include the following,

1. Headline – tells what the story is about

2. Byline – shows who wrote the story
3. Lead – tells the most important facts (5 W’s)
4. Body – contains more information and details
5. Ending – gives something to think about

Here is a sample article which consists of all these parts for easy understanding:

Headline – Train accident forces evacuation

Byline – By M J Saleem

Lead – The Banglore bound Muzaffarpur- Yesvantpur train derailed causing twenty deaths on
Thursday leading to the resignation of the Railway Minister.

Body – Twenty persons were killed and 33 others injured when 11 bogies of Bangalore-bound
Muzaffarpur- Yesvantpur Express derailed at Sitheri, about 90 km from here, early this morning.

The derailment occurred around 5.50 am, a Railway official said.

Top officials of the Southern Railway visited the spot and commenced an initial probe into the
cause of the derailment.

Ending – The number of recent train accidents have become a serious concern for the
government today. The government is planning some serious measures to avoid train accidents.

PAGES 38-39 OF TEXT

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