COVID-19 Expository Essay

COVID-19 Expository Essay

  • Secondary
  • Year 7 - 8
  • English
  • Persuasive writing
  • Text Analysis
  • Economic
  • Industry, Innovation and Infrastructure
  • Systems Thinking
  • ...

Lesson summary

 Students will gain a greater understanding of COVID-19 including its symptoms, how it is contracted, at risk groups, incubation period and how it is different to influenza by reading through an article. Next, they will complete a set of activities that will revise over parts of speech, connectives and conjunctions and sentence types that they will use to improve their writing by making it more interesting. Using the information from the articles and the learning from the activities, students will complete a planning template and will then write an informative/expository essay.

This lesson is designed to be completed independently by students.

Learning intentions:

Students will...

  • re-cap your knowledge of parts of speech, connectives and sentence types
  • understand the correct essay structure for an expository essay.
  • write an expository essay about COVID-19.

Success criteria:

Students can...

  • identify parts of speech, connectives and sentence types in a piece of writing 
  • apply parts of speech, connectives and sentence types to improve your writing
  • use a planning template to organise your information
  • write an expository essay about COVID-19.

Lesson guides and printables

Lesson Plan

Lesson details

Curriculum mapping

Australian Curriculum content descriptions:

Year 7 English:

  • Recognise and understand that subordinate clauses embedded within noun groups/phrases are a common feature of written sentence structures and increase the density of information (ACELA1534)
  • Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)
  • Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726)
  • Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)

Year 8 English:

  • Analyse and examine how effective authors control and use a variety of clause structures, including clauses embedded within the structure of a noun group/phrase or clause (ACELA1545)
  • Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)
  • Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts (ACELY1810)
  • Use a range of software, including word processing programs, to create, edit and publish texts imaginatively (ACELY1738)

General capabilities: LiteracyEthical Understanding, Critical and Creative Thinking.

Resources required

Additional info

This lesson has been developed in partnership with The Conversation. The Conversation’s mission is to be known as a prominent and trusted publisher of new thinking and evidence-based research, editorially independent and free of commercial or political bias. The Conversation hopes teachers will use their content as a source of truthful information, and that teachers can show their students the importance of trusted, evidence-based information in understanding the world around them and making informed decisions about their actions. Please follow the republishing guidelines when using The Conversation’s articles.

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