Expository and argumentative paragraphs

Download the Lessonotes Mobile Liberia app for faster lesson access on Android and iPhone.

Subject: English

Semester: 1

Period: 2

Week: 10

---

School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 6
Date: Week 10
Lesson Duration: 45 minutes
Week & Period: Week 10, Period 2
Topic: Expository and Argumentative Paragraphs
Sub-topic: Structure and Writing Strategies
Learning Objectives
By the end of the lesson, students should be able to:
Define expository and argumentative paragraphs
Identify topic sentence, supporting evidence, transitions, and conclusion
Write one expository and one argumentative paragraph
Present ideas orally and respond to peer feedback

Previous Knowledge
Students already know narrative and descriptive paragraph writing

Instructional Materials
English Language textbook for Grade 6, paragraph samples, whiteboard, markers

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Discuss: “What is the purpose of sharing facts or convincing someone?” Relate to real-life situations

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

📚 Teacher Explanation, Modeling & Strategy (10 minutes)

1. Expository Paragraphs: Definition & Structure

Definition:
An expository paragraph is meant to explain, inform, or clarify a topic to the reader. It presents facts, explanations, definitions, or instructions in a clear, logical way without necessarily arguing a side.

Structure & Key Components:

Part	Function / Description	Example / Notes
Topic Sentence	States the main idea or central point	“Education is essential for personal growth and a stable future.”
Supporting Evidence / Details	Facts, data, examples, definitions, explanations	“Studies show that literate individuals earn 20% more on average, and they tend to make healthier life choices.”
Transitions / Signal Phrases	Words or phrases that guide the reader (First, Next, Moreover, For example, In addition)	“Firstly,” “Additionally,” “Furthermore,” “Consequently”
Conclusion / Closing Sentence	Wraps up the paragraph by restating the main idea or offering insight	“In conclusion, education not only benefits individuals but also strengthens society as a whole.”

Model Expository Paragraph (on board):

Education is a cornerstone for progress in any society. Firstly, having access to schooling gives individuals knowledge and critical thinking skills. In many countries, literate citizens are more likely to find employment and support their families. Moreover, this knowledge often correlates with better health choices and civic awareness. Consequently, nations with higher education rates typically enjoy stronger economic growth and social stability. In summary, education not only empowers individuals, it also uplifts communities.

Analysis of Model:

• Topic sentence introduces purpose
• Supporting details with examples and causal connections
• Use of transitions: Firstly, Moreover, Consequently, In summary
• Clear, logical flow from idea to evidence to conclusion

 

2. Argumentative Paragraphs: Definition & Structure

Definition:
An argumentative paragraph aims to persuade or convince the reader of a particular stance or viewpoint. It presents a thesis, supports it with evidence, addresses opposing views (counterarguments), and concludes with a strong reaffirmation.

Structure & Key Components:

Part	Role in Argument	Example / Notes
Thesis Statement / Claim	The central assertion or argument	“Students should not be allowed to use mobile phones in school because they distract learning and erode social interaction.”
Supporting Evidence / Reasons	Facts, statistics, examples, expert opinions	“Research indicates that smartphones in class reduce test scores by up to 15%. Furthermore, students distracted by phones tend to ignore peer interaction and collaboration.”
Counterargument / Rebuttal	Acknowledge and respond to opposing viewpoint	“While some argue that phones help with research, the constant temptation of games and social media undermines academic focus.”
Transitions / Signal Phrases	Phrases that guide and contrast (However, Nevertheless, On the other hand, Thus)	“However,” “On the other hand,” “Nevertheless,” “Therefore”
Conclusion / Restatement of Claim	Reassert the thesis and emphasize importance	“Overall, banning phones in school preserves academic integrity and fosters a more focused learning environment.”

Model Argumentative Paragraph (on board):

Mobile phones should not be permitted in school because they present multiple obstacles to effective learning. First, the constant notifications and social media temptations distract students from lessons. Research has shown that average attention spans decrease significantly when students have access to devices mid-instruction. Opponents argue that phones can be useful tools for looking up information quickly; however, the risk of misuse, cheating, or distraction far outweighs the benefits. Therefore, prohibiting phone use during school hours ensures a more disciplined, engaged classroom environment.

Analysis of Model:

• Clear claim / thesis
• Supporting evidence and reasoning
• Counterargument with rebuttal
• Transitions to signal contrast and logical progression
• Conclusion that reinforces the argument

👥 Learners’ Activities (Expanded – 15 minutes)

Activity 1: Analysis of Sample Texts (3–4 minutes)

• Distribute 2 short paragraphs: one expository, one argumentative.
• In pairs or small groups, students answer guiding questions:

For Expository:

• What is the main idea (topic sentence)?
• What supporting details are given?
• What transitions does the writer use?
• How does the paragraph conclude?

For Argumentative:

• What is the author’s claim or thesis?
• What evidence supports it?
• Is there a counterargument? How is it addressed?
• What transitions help with logic and persuasion?
• How is the conclusion stated?
• Share findings with the class, annotating samples on board or chart.

 

Activity 2: Write an Expository Paragraph (5 minutes)

Prompt: “The Importance of Education”
Instructions:

• Start with a strong topic sentence.
• Use at least 3 supporting details or facts.
• Include transitions to connect ideas.
• End with a concluding sentence (restatement or implication).
• Keep it short (5–7 sentences).

 

Activity 3: Write an Argumentative Paragraph (5 minutes)

Prompt: “Should Students Use Mobile Phones in School?”
Instructions:

• Write a clear thesis or claim at the beginning.
• Provide at least 2 pieces of evidence or reasoning.
• Address one counterargument and rebut it.
• Use transitions to guide the logic.
• Conclude by restating your position slightly differently.

 

Activity 4: Peer Review & Oral Sharing (3–4 minutes)**

• Learners exchange with a partner and use a checklist:

Checklist Items:

• Does the paragraph clearly state main idea / thesis?
• Are supporting details or evidence relevant?
• Are transitions used to connect ideas?
• If argumentative: is counterargument addressed?
• Does the conclusion wrap up the paragraph?
• Grammar, clarity, coherence
• Volunteers read their paragraphs aloud to class.
• After each reading, classmates or teacher ask one question about claim, evidence, or clarity.

 

✅ Assessment Checks

• Observation During Activities:
• Are learners correctly identifying structural elements?
• Do they use transitions appropriately?
• Are counterarguments handled (in argumentative task)?
• Written Paragraphs:
• Check for clarity of topic/thesis
• Quality and relevance of evidence
• Logical flow with transitions
• Proper counterargument (for argumentative)
• Coherent and effective conclusion
• Oral Presentations:
• Assess fluency, clarity, and confidence
• Check how well learners defend or explain their arguments
• Ask probing questions: “Why did you choose that evidence?” “How would you respond to someone who disagrees?”

 

📝 Notes (Expanded & Detailed)

🔹 Why Teach Expository & Argumentative Paragraphs?

• These represent two major styles of academic writing—informative and persuasive
• Building skill in both helps students write essays, reports, debates, and opinion pieces
• Understanding the differences fosters critical thinking: not just what to say, but how and why

 

🔹 Key Reminders & Tips

• Transitions are critical; without them, even good ideas may feel disjointed
• Evidence makes arguments credible—statistic, example, fact, expert quote
• In argumentative writing, acknowledging counterarguments shows maturity and strengthens your position
• Keep paragraphs focused—do not introduce multiple claims in one paragraph
• Revising is important—encourage students to read aloud and see if the logic flows

 

🔹 Challenges & Common Mistakes

• Weak thesis or vague topic sentences
• Irrelevant or insufficient supporting evidence
• Forgetting to address counterarguments or rebut them
• Overuse of transitions or making transitions forced
• Jumping between ideas without logical link
• Inconsistent voice or tone in conclusion

 

🔹 Differentiation

• For learners needing scaffolding:
• Provide paragraph skeletons or templates
• Pre-write transition lists and linking phrases
• Offer partially filled expository or argumentative outlines
• For advanced learners:
• Ask them to develop multi-paragraph essays using these structures
• Introduce formal rhetorical devices (e.g. rhetorical questions, logos/pathos)
• Challenge them to critique or improve peer paragraphs at higher-order level

 

🔹 Extension Ideas

• Turn the argumentative paragraph into a mini-debate in class
• Expand the expository paragraph into a full essay or report
• Pair such writing with visuals or infographics to support data or claims
• Use these paragraphs as models for student writing portfolio

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Learners can distinguish, write, and present expository and argumentative paragraphs

Evaluation Method (Expanded):
Exit slip/quiz: Write one expository and one argumentative paragraph of three sentences each
Teacher will collect slips and provide oral feedback

Assignment (Expanded):
Complete one expository and one argumentative paragraph on topics of choice for homework

Follow-up Activity:
Peer discussion and presentation of paragraphs with constructive critique

Differentiation / Inclusive Strategies
Provide paragraph outlines, model examples, allow collaborative writing, permit oral argumentation for struggling writers