GRADE 8

CONSOLIDATION
 LESSON 7:
FEATURES OF
EXPOSITIONAL
TEXTS
 Review:
Last week we talked about different types of texts. We
remembered that they are called ‘Narrative, Expository,
Explanation, Recount or Persuasive and we focused on
types of text that involved telling a story – sometimes
they were factual, they actually happened (recounts) and
some of them were fictional, made up, imaginary
(narratives).’ This week we are going to focus on types of
texts that give us information – Expository and
Explanation texts.
With a partner, work out 3 types of information you
would expect to find in a text called Tornadoes,
Cyclones and Hurricanes and write them on your
Workbook.
Q2.With a partner, work out 3
types of information you would
expect to find in a text called
‘Tornadoes, Cyclones and
Hurricanes’ and write them on
your worksheet.
Lesson Purpose
With a partner, work out 3 types of
information you would expect to find
in a text called Tornadoes, Cyclones
and Hurricanes and write them on
your Workbook.
◦ Here are some key words from the text that you may not
know or remember. Let’s say each word together.
Vocabulary
◦ • Onset – when symptoms begin
◦ • Symptoms – indicators of disease
◦ • Fatigue - tiredness
◦ • Chronic fatigue syndrome – long-lasting tiredness
◦ • Duration – how long something lasts
◦ • Neurological – diseases of the nervous system that affect
the brain, spinal cord and the nerves connecting them
Expository texts like Information
Reports usually have 2 major
components:
1. A definition of the topic or thing,
sometimes called a classification.
2. Paragraphs for the each of the
various aspects of the topic or thing.
◦ Some Expository/Information Reports may have a third
feature – a conclusion, usually in the form of a general
statement about the topic or thing. It’s not always there
though because the main thing about these types of texts is
to give you a lot of organized information on the topic but
not always an opinion about it.
◦ Vocabulary
◦ • Multimedia – We will get the answer to this from the very first paragraph of the text, so look out for it
when I read it aloud.
◦ • Integrated – let us see if we can work out the meaning of this word from the words that are around it
when I read the text aloud [A. a number of different things combined together in such a way that they
form a whole]
◦ • Animation – cartoons
◦ • Interactivity – “the ability of a computer, program or other content to respond to the actions of the
person who is using it.”
◦ • Hypermedia – Again the meaning of this word will become clear when I read the text – look out for it.
[A. another term for multimedia, usually involving links between sites and functions on the internet]
◦ • Infographics – a visual rather than a verbal presentation of information
◦ • Webinar – an event on the internet where people can join in using their computer
Answer the Following Questions:
Q1. Does the opening section of this text match what is supposed to go in an Information Report?
Give evidence for your answer.
Q2. Find evidence that suggests that we do not know very much about Long Covid.
Q3. This report originally had the headings which have been mixed up below – on the table containing
the text you will see each paragraph numbered - put the heading below with the paragraphs or group
of paragraphs to which they belong – note that some headings may go with more than paragraph:
A. How likely is it that someone will get long COVID?
B. What are some of the symptoms of long COVID?
C. Advice
D. How long does long COVID last?
E. What is Long COVID?
Q4. Find evidence that Long COVID is worse for adults than
children.
Q5. Why do the writers quote the definition of COVID-19 from the
World Health Organization instead of putting it in their own words?
Q6. Imagine that your job is to design a script for a webpage or TV
or radio drawing attention to the dangers of Long Covid. With a
partner, write a short script of 3 paragraphs.
a. How would you change the heading?
b. How would you change the opening section?
c. How would you change the last sentence? d. What visuals would
you add?
Lesson Conclusion
Teacher displays the questions:
Q1.The focus of the lesson was on learning about how
information is presented in an Expository text like an
Information Report. How has the lesson helped you to
understand this?
Q2.Which questions were easy to answer? Why? Q3.What
strategies did you use to answer the harder questions?
End of Lesson 7
LESSON 8: READING
NON-LINEAR TEXTS
Review:
◦Briefly review the features of
informational texts encountered so far,
using the questions as a guide and inviting
oral contributions from students. This
week we’ve been learning about different
types of information texts.
 Questions:
Questions:
Q1. What are some types of information texts you
know?
Q2. What is the purpose of information texts?
Q3. What are some features of information texts?
Purpose of the lesson
In this lesson we are going to look at a different way of
organizing information. We are going to focus on how
information can be communicated visually. You are going to
learn some strategies for making sense of information from an
infographic. Infographics organize information in different
ways from written information texts. That is why we call them
non-linear texts. They have their own special features for
representing different kinds of information.
Vocabulary
◦ Vocabulary linear text (written material consisting of words with no
pictures, illustrations or images) non-linear text (material that uses
visuals such as pictures, drawings or images to communicate
information)
◦ multiple reading paths (reading in linear, nonlinear or non-
sequential way; the readers can choose their own reading path)
◦ infographic (information + graphic - a representation of information
using pictures and diagrams designed to make the data easy to
understand at a glance.
Here are some tips on getting information from a non-linear
text.
• Read the title which gives the gist of what the image is about.
• Analyze the information by examining the images and words
thoroughly.
• Examine the pictures, symbols or shapes that tell information.
• Study the relationship of the information and images deeply.
• Summarize the information in the text.
Questions: Q1. What does this infographic
show? (Write your answer in a full
sentence.)
Q2. According to the graphic, what does a
healthy lifestyle include?
Q3. What are some examples of healthy
food provided in the image?
Questions:
Q4. Do you think the information in this image is
arranged effectively? Give reasons for your answer.
Q5. How could you organize the information in this
graphic differently? Create your own nonlinear text
using some of the information in the image.
Q6. Using the information in the infographic, write an
expository paragraph to present the information as a
linear text
Conclusion
Questions:
1. The focus of the lesson was on learning about how to
locate and interpret information presented visually. How has
the lesson helped you to make sense of a non-linear text?
2. Which questions were easy to answer? Why?
3. What strategies did you use to answer the harder
questions?
End of Lesson 8