Lessons

Lesson/Time Lesson Details Resources Assessment/Adjustments
1
Activate
90mins

Lesson Focus: Activate prior knowledge and brainstorm for
assessment.
Objectives:
LS5 iii - Communicate to :
summarise and analyse information relevant to key ideas or
concepts
refine ideas and information
LS5 v - Use interaction and communication skills to contribute to and
extend discussions by:
clarifying ideas
WC 5 xii - Use visual features to enhance and clarify meaning and express
and extend ideas and information, e.g. flow charts, cross-sections
Curriculum Links: ACELT1795, ACELA1797
Class organisation: Students will start on the group mat and then
will move to their desks for an activity.
Students prior knowledge: Earlier in the week students were
introduced to their new science unit (animal adaptions) and they
went on an excursion to Australia Zoo where they were taken on a
tour by a zoo keeper. Students learnt about the different animals
and their adaptions and completed a workbook.

Learning Experiences:

Ask students questions about the excursion such as: What did
you enjoy the most about the excursion? What was your
favourite animal and adaption, why?
Inform students that they are starting a new English unit on
informative text types which relates to their science unit on
animal adaptions.
Ask students if they can figure out how the two units relate. If
no one answers the question inform students that many of the
facts we read about animal adaptions are found in informative
text types.
How do animals adapt?
By Bobbie Kalman
Python By C.Cheng &
M.Jackson
Venn diagram
(Appendix A)
English workbooks
Assessment task sheet
(Appendix B)
Planning Sheet
(Appendix B)
Gathering guide
(Appendix C)
Rubric (Appendix D)

Formative Assessment:
Observe responses from
students. Read their Venn
diagrams in workbooks.

Adjustments: Teacher to
observe and assist students
with diverse needs where
needed. Rubric and task sheet
for assessment will be
modified for diverse learners
where needed.
Inform students that you are going to read a book that is
different to normal text types and you want them to help you
determine what is different about the book.
Introduce the book Python to the students advising the author
and illustrators names.
Use the think aloud strategy to perform the prereading process
(examine front and back covers and pages in the text and use
comprehension strategies such as questioning and predicting)
Use modelled reading to demonstrate fluency and expression
and use think aloud strategies to show thoughts and other
comprehension strategies.
After reading, have a grand conversation with students asking,
What text type is the book? (Students may say narrative or
informative)
Teacher to talk about the features of both text types and inform
students that this book combines both.
Ask students, Why do you think the author did this?
Inform students that you are now going to read a few pages
from a different text type and you want them to work out the
text type.
Introduce focus text and repeat the same process as earlier
including think aloud, prereading and modelled reading
strategies (read pages 4-13)
After reading have a grand conversation with students asking
What text type is this book? How do you know? What
features does it have?
Get students to move back to their desk.
Teacher to hand out blank Venn diagrams (sourced from Google
images)to students and conduct a minilesson on how to
compare and contrast two texts discussing the text and
language features.
Guide students on how to fill out a Venn diagram. Students to
paste into their English workbooks.
Teacher will remind students that in their science unit they
were informed that their assessment for the unit was to design
and create an animal for a specific habitat and write an
information report about the animals habitat and adaptions.
Teacher to hand out task sheet, gathering guide, planning sheet
and rubric to students.
Teacher to go through due date (at the end of this unit), the task
sheet, planning sheet, gathering guide and rubric with students
and answer any questions they have.
Give students time to start thinking about what type of animal
they want to create. Scaffold students by demonstrating how to
brainstorm (Pre-write) using a story map (teacher demonstrate
on the whiteboard). Give students 10 minutes to brainstorm
some ideas for their animal into their workbooks. Remind
students to refer to the task sheet to see exactly what is needed
for the assessment.
End the lesson by informing students that they will have time
during the next two weeks to work on this assessment as well
as working on it for homework.
2
Build
90mins
Lesson Focus: Build students ability to compare multimodal texts
Objectives:
concepts
LS5 v - Use interaction and communication skills to contribute to and
extend discussions by:
clarifying ideas
VR5 iii - Use text-processing strategies when viewing and reading,
including:
skimming and scanning texts
comparing content from sources
Big Red Kangaroo By C.
Saxby & G.Byrne
By B. Kalman
English workbooks
English journals
Venn Diagram
(Appendix A)
iPads
YouTube Clip -
https://www.youtube.c
om/watch?v=z4xFDjy3
Teacher to observe students as
they interact in groups.
Teacher to read students
workbooks and journals.
Adjustments: Mixed grouping
will be used for this activity to
allow scaffolding. Teacher to
rotate around groups.
analysing similarities and differences
Curriculum Links: ACELT1795, ACELA1797
Class organisation: Students will work in groups at their desks for
this lesson. Students will work at their own pace to complete the
activities.
Students prior knowledge: In lesson 1 students were guided on
how to compare and contrast two texts. This lesson uses the
gradual release model by allowing students to use their new
knowledge in a choral reading and interactive writing experience.

Activate students prior knowledge of yesterdays compare and
contrast lesson by asking questions about the lesson.
Inform students that today they will be working in groups of 4
to complete a similar activity.
Divide students into groups of 4
Once groups are formed, hand out 1 copy of Big Red Kangaroo
and 1 copy of How do animals adapt? (if teacher is unable to get
7 copies of each book, photocopy the pages or a few pages from
each)
Teacher to remind students to use the same prereading strategy
that they used yesterday (Scaffold students if needed)
Students to take turns reading one page each of Big Red
Kangaroo.
Students are then asked to write 2-3 sentences in their writing
journals detailing what the text was about and the text and
language features it used.
Students to take turns reading one page each of How do animals
adapt?(Only read pages 14-19)
Students are then asked to write 2-3 sentences in their writing
uT8 (play from 7min
15 sec)
Website on polar bears
http://www.oneworld
oneocean.com/blog/en
try/the-school-polar-
bear-adaptations-for-
extreme-cold
journals detailing what the text was about and the text and
language features it used.
Once complete, the teacher will hand out a Venn diagram to
each student. Within their group they are to compare the two
books and fill out the Venn diagram (each member of the group
to fill out one and paste into their workbooks)
Groups are then given iPads (1 per group) and asked to access
the websites written on the whiteboard. First the YouTube clip
and then the website.
Students to complete the same task by watching the video clip
first and writing in their journals and then viewing the website
and writing in their journals.
Once complete, the teacher will hand out a venn diagram to
each student. Within their group they are to compare the two
multimedia documents and fill out the venn diagram (each
member of the group to fill out one and paste into their
workbooks)
Groups who finish early will continue with SSR or
brainstorming for their information report.
Once everyone is complete, teacher to ask one or two groups to
stand and present their Venn diagrams. Teacher to lead a grand
conversation about the different text and language features of
the four different multimodal texts and why we compare and
contrast texts and how this will help with their assessment.
3
Comprehend
90mins
Lesson Focus: Use comprehension strategies to understand and
clarify information to connect students ideas
Objectives:
VR 5 ii - View and read written, visual and multimodal learning area texts
that:
use chapters, text boxes, home pages and subpages, topic sentences
and paragraphs organised according to chronology to assist
navigation and enhance readability
connect relationships between ideas and concepts within and
Page 22 & 23 of the
focus text (Appendix E)
Graphic organiser
(Appendix F)
English workbooks
English journals
Observe responses in grand
conversation and read
students workbooks and
journals
Adjustments: Teacher will
move around the room helping
students. Learning support
between texts
including:
VR 5 iv - Independently view and read and demonstrate understanding of
learning area texts by:
synthesising information to link ideas across texts
interpreting, analysing and justifying ideas from literal and inferred
ideas and information
Curriculum Links: ACELY1699, ACELY1702
Class organisation: Students will be sitting at their desks, taking a
trip to the library and then back to their desks.
Students prior knowledge: From lesson one and two students are
aware the text How do animals adapt? is an informative text. This
lesson will build on that knowledge to discuss comprehension
strategies to enhance students understanding of the text.


Teacher to lead a minilesson on two comprehension strategies -
activating prior knowledge and connecting (text-to-self-world-
text).
Hand out a copy of page 22 & 23 of the focus text and graphic
organiser (concept map)
Teacher to lead an interactive read-aloud with the class using
the comprehension strategies taught in the minilesson.
After reading the text, teacher uses interactive techniques to
ask students questions such as restating the heading as a
question (How do animals gather food?)
assistant and parent helper
will form a group and guide
the students with
developmental delays, EAL/D
students and student with
ADHD through the main
activity. Student who is gifted
is able to read more than one
page if wanted and fill out
more than one concept map.
Students to fill out concept map putting the main idea (in the
cloud) as Getting food. Students may work with the person
next to them to complete the activity.
Teacher to lead a grand conversation asking students what
they wrote in their circles and why. Students to paste the pages
and concept map into their English workbooks.
Inform students that there is a vast array of informational texts
in the school library to help with their assessment.
Take students to the library (pre-organised with the librarian)
for a talk from the librarian on how to find informational texts
about animals and habitats.
Allow students to gather books and take back to the classroom.
Teacher to ask students to pick one of the informative text that
they got from the library.
Students to pick a page from their text and silently read using
the comprehension strategies modelled earlier.
Teacher to write the strategies modelled earlier on the
whiteboard to prompt students.
Students will draw a concept map in their workbooks and fill it
out.
Once complete the student must show the teacher their concept
map and get it signed.
Students will write in their English journals stating what they
learnt in todays lesson. Teacher to provide some questions on
the board to prompt students such as What are the two
comprehension strategies I learnt about today What
comprehension strategies I used when I read my text What I
learnt from my informative text.
End the lesson by having a grand conversation about what was
learnt today.
4
Analyse
Lesson Focus: Using comprehension strategies to analyse and
integrate information from digital sources.
English workbooks
Search questions for
Teacher to observe students
90mins Objectives:
VR 5 I - View, read, navigate and select texts for specific personal, social
and learning purposes
VR 5 ii - View and read written, visual and multimodal learning area texts
that:
use chapters, text boxes, home pages and subpages, topic sentences
and paragraphs organised according to chronology to assist
navigation and enhance readability
connect relationships between ideas and concepts within and
between texts
including:
Curriculum Links: ACELY1703, ACELY1702
Class organisation: Students at their desk. Laptops or iPads will be
used (1 per two students) (pre booked from the library)


Inform students that in todays lesson they will be looking at
information on animals on the internet and using different
comprehension strategies to analyse the information and to
ascertain if it is a reliable source.
Display the BBC animal adaption website on the IWB making
sure all students can see.
Explicitly teach students the following:
Discuss the different features of the webpage (Multimodal
including headings, paragraphs, pictures, videos & hyperlinks.
Discuss characteristics such as non-linearity, intertextuality
and interactivity (Tompkins, Campbell & Green, p. 7, 2012).
Discuss and demonstrate the four comprehension strategies:
each group (14)
English journals
BBC website on animal
adaptions -
http://www.bbc.co.uk/n
ature/adaptations
Laptops/iPads (14)

during activity time. Take
observational notes of any
students struggling with
activity.

Adjustments: Parent helper in
the classroom today. Parent
will sit with child with ADHD
during internet activity to help
them stay on task.
navigating, co-authoring, evaluating and synthesising
(Tompkins, Campbell & Green, p. 7, 2012). Teacher can also
show students how to scan websites and chunk information.
If possible, find an example of a poor website on animal
adaptions and explain the difference between fact and an
opinion (student created site or Wikipedia) to demonstrate its
inaccuracy. Advise students that they should research several
sources of information to confirm statements or facts. Remind
students of the gathering guide that was given to them in lesson
one and how to use it.
Pair students (one group will have three) and inform them they
are going to search the BBC website for particular information
and will then present their information to the class.
Had out laptops/iPads, English workbooks and piece of paper
with the question the pair will research on the website (for
example: What are heat tolerant animals? Name three heat
tolerant animals)
Write the comprehension strategies taught on the board to
remind students how to search and comprehend information.
Give class 15-20 mins to complete the task. Both students to
write their answer in their workbook. Move around the room
and observe students. If a student seems off task, ask questions
that may help instead of giving them the answer. Give 5min and
2 min warning.
Gather students on the group mat
Each pair will stand at the front of the group and read out their
question and answer. The teacher will ask the students
questions on how they found the information, did they
encounter any difficulties, how they overcame problems etc.
Students to move back to their desk and get out their writing
journals.
Teacher to ask students to write what they learnt about in
todays lesson (Quick write). Ask students to write at least four
sentences or more. Teacher to write key words or points from
the lesson to help students remember.
Students to partake in a grand conversation to discuss what
they learnt in todays lesson. Teacher to finish lesson by
informing students they should be using these new strategies
when searching the internet for information on their
assessment.
5
Vocabulary
90mins

Lesson Focus: Research unfamiliar scientific vocabulary enabling
students to understand the focus text and specific scientific words.
Objectives:
LS5 vii - Use new learning area vocabulary to provide specific meaning
VR5 vii - Predict and confirm the meaning of unfamiliar words and decode
them using and combining cues within different texts containing new
language features, content and ideas and complex sentences, vocabulary
and visual features
WC5 xi - Confirm spellings, word meanings or word choice, including using
knowledge gained from technical texts, e.g. scientific reports
Curriculum Links: ACELA1500
Class organisation: Students will start on the group mat and move
back to their desks to work in pairs
Students prior knowledge: Students are aware that there are
specific highlighted words in the focus text and in many of their
informative texts however explicit teaching on what they are has
not been completed.


Gather students on the group mat and read-aloud page 16 and
17. As the teacher reads the learning support assistant will
write the highlighted words on the whiteboard.
After reading, ask the students why they think those particular
words were written on the board.
Pages 16 & 17 of focus
text (Appendix G)
English workbooks
Dictionary
Word investigation chart
(Appendix H)
Word wall cards
(Appendix I)
13 sheets of paper with 4
scientific words
Laptops/iPads (13)
Etymology website -
http://etymonline.com/i
ndex.php (Appendix J)
Rivet instructions
(Appendix K)

Teacher to mark workbooks
and observe contribution from
students whilst working in
groups and during game.

Adjustments: This lesson will
greatly help students with
diverse needs as it is
developing their awareness
and meaning of vocabulary
words through explicit
teaching. Learning support
teacher and parent helper to
assist groups where needed.
If no one can answer, inform students that those words are the
highlighted words in the text. Those words are specific
scientific words and some of them can be found in the back of
the book under the heading, words to know.
Ask students what they would do if they did not know a
particular scientific word in a book. (Students should know to
look in their dictionaries as they have been using them for a
previous unit)
Students to return to desk and get out their English workbooks.
Inform class that today they will be researching some scientific
words to discover their meaning and where the words came
from. Inform everyone that they should know how to search in
their dictionary for word meaning (run through one example
just in case). Conduct a minilesson on etymology giving
examples of word origins and root words such as habitat: a
Latin technical term for it inhabits
Show students the online etymology website and inform them
that they will be using this site later in the lesson.
Teacher to hand out the word investigation worksheet and
explain how to fill the sheet out (Sourced from Cameron, 2009).
Inform students that they must fill in all columns except for the
last one before they open their dictionary to find the meaning of
the words.
Explain that after they have completed the worksheet they need
to paste it into their workbooks and get it signed off by the
teacher. They will then be given word wall cards and a
laptop/iPad and will use the website on the whiteboard to
search for their four scientific words.
Teacher will pair students (one group will have three) and hand
out a piece of paper with 4 scientific words and a dictionary.
Once the sheet is singed off the teacher will give the group 4
word wall cards and a laptop/iPad to search for their words
origins. Students must fill out word wall cards with the
scientific word, dictionary meaning and etymology definition (x
4)
Once students have completed the task each group will stand
up and give a definition and origin for each word they were
given. Students will then place their word wall cards on the
wall so that everyone can refer to it when writing their reports.
If there is time students will play a game with their new
scientific words called Rivet (Sourced from Cameron, 2009)

6
Text
structures
90mins
Lesson Focus: Activate students prior knowledge and revise the
characteristic text structures of informative texts.
Objectives:
concepts
identify evaluative language (positive or negative language
that judges the worth of something) and bias (prejudice in favour of
or against)
Curriculum Links: ACELA1504, ACELY1701
Class organisation: Students sitting at their desks
Students prior knowledge: Students have had exposure to
informative text structures due to NAPLAN however due to the
amount of diverse learners in the class the teacher will explicitly
teach it again.


Hand out before and after web worksheets and get students to
write informative texts in the middle box (Sourced from
Before and after web
worksheet (Appendix L)
English workbook
Pages 12 & 13 of focus
text (Appendix M)
Highlighters for students
Game 1 (Appendix N)
Game 2 (Appendix O)
Teacher to observe before and
after web and journal entries
as well as what students say
during the grand conversation.
Adjustments:
If there is time to play the
games homogenous groups to
be used.
Cameron, 2009).
Ask students to fill out the surrounding 8 boxes with as much
information as they can about the text and language features of
informative texts. Give one example.
Get students to paste the worksheets into their workbooks and
inform them they will be filling out the rest of the web in the
next lesson.
Hand out pages 12 and 13 of the focus text (and a photocopy of
other informative text if possible) and get students to paste into
their workbooks (one sheet per page so they can write notes
down the side.
Inform students that you are going to revise the purpose,
structure and visual features of informative texts. Inform
students that after the next lesson which will be a revision on
the language features there is a worksheet the students must
complete by themselves.
Use page 12 and 13 to conduct an explicit lesson on the purpose
and structure of informative texts such as:
o Purpose of information texts
o General statements or questions to be explained
o Headings and subheadings
o Descriptions
o The use of visuals in information texts
o Captions
Make sure students are highlighting and writing notes on all
aspects spoken about.
Answer question from students throughout lesson and if
anyone has any question at the end of the explicit teaching.
Get students to take out their writing journals and write about
what they learnt today. Write some of the lessons keys words
on the board to scaffold students.
Have a grand conversation about what was learnt
If there is time left set up two different games for the students
to rotate around
Game 1 Spell it out
Game 2 Quiz Show
7
Language
features &
Grammar
90mins

Lesson Focus: Activate students prior knowledge and revise the
language features of informative texts.
Objectives:
concepts
identify evaluative language (positive or negative language
that judges the worth of something) and bias (prejudice in favour of
or against)
Curriculum links: ACELA1504, ACELY1701
Students prior knowledge: Students have previously done a unit
on grammar. They have looked at the levels of language as well as
the field, tenor and mode of narratives. This will be an explicit
teaching lesson however most students should be activating their
prior knowledge on grammar.
Class organisation: Students at their desks.


Students to open their workbooks to the page where they
pasted pages 12 and 13 of the focus text. Quickly revise what
was spoken about in the previous lesson.
Use page 12 and 13 to conduct an explicit lesson on the
language features and grammar for expressing ideas such as:

o Relating processes (Verb groups) to define, describe
English workbooks
Examining texts
worksheet (Appendix P)
Highlighters
Teacher to mark their
worksheet. Teacher is
assessing students
understanding of informative
text types before final
assessment it due.

Adjustments: The learning
support teacher will be in the
room for the last 20mins of the
lesson to assist students with
diverse needs fill out their
worksheets. Teacher will also
assist students where needed.
Assistant and teacher will not
give the students the answers
but will remind students of
previous lessons and reframe
questions if needed.
Student who is gifted can
complete the worksheet for
both pages of the text if they
finish early.
and classify
o Action processes (Verb groups) to describe
behaviours
o Present tense
o Generalised and technical participants (noun group
and pronouns)
o Circumstances expressed as adverbs and adverb
groups to express details (place, time, manner, cause)
Make sure students are highlighting and writing notes on all
aspects spoken about.
Answer question from students throughout lesson and at the
end.
Inform students that they should now have a more in depth
understanding of informative texts and ask them to fill out the
remaining boxes in the before and after web (this will show
them and the teacher how much more they know now after the
explicit teaching)
Get students to turn to the page where they pasted pages 22
and 23 in lesson 3. Inform students that they will be filling out a
worksheet that will be asking them questions about the
structure and language features of informative texts. Advise
that this is an individual task but they can ask the teacher and
learning support assistant questions.
Hand out worksheets. Teacher to highlight a different
paragraph for each student to examine and respond to. This
will stop students from looking at their partners work due to
assessment procedures.
Students who finish early can proceed to SSR with a book of
their choice.
8
Plan & Draft
90mins
Lesson Focus: Students will be explicitly taught the planning and
drafting stages of the writing process.
Objectives:
Blank paper (one per
table)
during the group work and
WC5 iii- Plan, draft and publish texts using strategies including:
understanding how writers innovate on text structures
organising main ideas and supporting details using key questions or
graphic organisers
using features such as text boxes, topic sentences, home pages and
subpages to aid navigation and usability
editing for meaning and structure using agreed criteria
Curriculum links: ACELY1704
Class organisation: Students will be sitting at their desks. They
will move into groups of three and then move back to their desks


Teacher to introduce lesson focus and model planning and
drafting stages of an informative text on the whiteboard.
Teacher conducts a minilesson and explains to students that
plans and drafts are messy as the process is about getting ideas
down and then sorting them into logical and sequences
sentences and paragraphs.
Teacher to model an example of planning and drafting an
informative report on a topic not related to animal adaptions.
Teacher to split students into groups of 3, hand out a blank
piece of paper to each group and inform them that they will be
planning and drafting an informative report on their school.
Give them three topics that must be included in the report
(Location of school, how many students attend the school and a
description of the school uniform teacher to place the facts on
the board in case students are not aware)
Remind students of the text and language features that were
revised in the previous two lessons.
Once finished, advise students to put all three names on the
sheet and write ROUGHT DRAFT on the top.
Students to hand into the teacher to mark.
will review the groups rough
drafts.

Teacher to inform students that they should be at the planning
and drafting stage with their assessment and inform them that
they will have more time to work on it later today.
Ask students to return to their desks and get out their journals.
Students to write at least 4 sentences on what they learnt today
and any difficulties they faced.
Teacher will lead a grand conversation to evaluate the lesson.
9
Revise & Edit
90mins
Lesson Focus: Students will be explicitly taught the revising and
editing stages of the writing process.
Objectives:
understanding how writers innovate on text structures
organising main ideas and supporting details using key questions or
graphic organisers
WC5 xi - Confirm spellings, word meanings or word choice using
knowledge about:
spelling patterns and the spelling system
etymology (knowledge of word histories and origins)
technical words, including nominalisations, developed from prior
learning, reading or research about the content
digital and print thesauruses
Curriculum links: ACELY1704, ACELY1705
Class organisation: Students will be sitting at their desks. They
will move into their groups from yesterday for an activity and then
move back to their desks


Teacher to introduce lesson focus and model revising and
editing stages of an informative text on the whiteboard.
Proofreading card
(Appendix Q)
English journals

during the group work and
will review the groups editing
and revising text as well as
journals.

Teacher conducts a minilesson and explains to students that in
the revising stage the writer refines, adds, rearranges and
replaces words or sentences to help the text make more sense
and read more fluently.
Teacher explains that in the editing stage there are two
processes editing and proofreading. Editing involves
reviewing, revising and rewriting sections of the text and
proofreading involves checking for errors in spelling, grammar
and punctuation.
Teacher to inform class that today they will be creating a
proofreading checklist to help with their information report
and they will also be getting back into their groups from
yesterday and revising and editing their text on their school.
Teacher to lead a grand conversation, asking students what
reminders should go on their proofreading cards. Teacher
writes suggestions on the board and together the teacher and
students develop a proofreading card which will be printed out
and laminated for every student (example provided is a copy of
a current teachers proofreading cards- Appendix Q)
Teacher to advise students that he/she has reviewed their
drafts and made notes on the side so that groups can revise and
edit their text.
Students to form into their groups from yesterday and work on
revising and editing their work. Once students have finished
and have had their text marked by the teacher they can use one
of the class laptops or computers to type up their final copy (not
all groups will get to this stage).
Once all groups have finished revising and editing they will
have an opportunity to stand up and share their text with the
class.
Teacher to revise what was learnt and ask students to take out
their journals and write about what they learnt and what they
found easy or difficult in the lesson.
Teacher to lead a grand conversation about students learning.
Teacher to remind students of the due date of their assessment
and that they should be arriving at the revising and editing
stage today or tomorrow.

10
Build meaning
90mins
Lesson Focus: Students will be explicitly taught how to create topic
sentences and bibliographies.
Objectives:
WC5 v - Build meaning within paragraphs by using:
sentences to sequence information and join main ideas and
supporting details
Curriculum links: ACELY1704
Class organisation: Students will start the lesson on the group mat
and then move into groups for an activity.
Students prior knowledge: Students are aware of topic sentences
so this lesson should be a revision but will still be explicitly taught
due to the range of diverse learners in the class.


Gather students on mat and informs students that he/she wants
to create a checklist with the students so they know exactly
what they need in their informative report. Teacher will
scaffold students to name specific features of informative
reports and create a checklist to give to each student
Teacher to read the first sentence on a few different pages of
the focus text.
Ask students if they know what these sentences are called.
Checklist for informative
report (Appendix R)
By Bobbie Kalman
Example of paragraphs
that need a topic
sentences (Appendix S)
English workbooks
Teacher will observe group
work and topic sentences
created by groups.
Adjustments: Mixed ability
grouping except for the 5
students with developmental
delays. Learning support
assistant to take one group of
students with diverse needs
and teacher to take another
group of students with diverse
needs to scaffold their
learning.
If no one knows inform them they are called topic sentences.
Conduct a minilesson on topic sentences discussing such points
as:
Topic sentences give general information about what the
rest of the paragraph is about.
Topic sentences are organiser sentences and give the
reader a hint about what the paragraph is about.
Go back over the topic sentences in the focus text and after each
one ask the students what the topic sentence is telling the
reader about the rest of the paragraph.
Divide students into pairs and give them a paragraph that
requires a topic sentence (see Appendix S for examples sourced
from Rog, 2011).
Once students are finished gather back on the mat to share.
Have a grand conversation about the sentences and why
students made particular choices.
Inform students that they need topic sentences in their
informational reports and explain why.
Ask students to return to their desks.
Ask students why we use a bibliography in our research
assessments.
If no one has an answer inform students that bibliographies
show the reader where your information came from and that
you have researched the topic instead of giving your opinion or
making up facts about the topic. Inform students that there are
many different ways to write a bibliography.
Show students how to write a bibliography and inform students
that they need to include one with their information report.
(Hand out a copy of a bibliography for students to paste into
their workbooks)
Inform students that this is the last lesson for this unit and
quickly revise what was learnt over the unit.
Remind students that their information reports are due on
Monday. Remind students that you will give them time this
afternoon to work on it and they will have the weekend to finish
it.

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