UNI T PLAN: I NFORMATI VE TEXTS

Lesson Duration
Learning Objectives
(QCAA Literacy
I ndicators)
Lesson Description Resources Assessment
1:
Unit
Orientation
90 minutes Use interaction and
communication skills to
contribute to and extend
discussions by:
clarifying ideas
offering explanations
for a point of view
introducing topics
using agreed
protocols
(LS5 v)
Curriculum Links: ACELY1796

Classroom Organisation:
- Students will be sitting on the floor in a
circle.
- Teacher will be in the circle as well,
with equipment for the KWL chart.
- When complete, the KWL chart will be
displayed in the classroom

Adjustments for diverse learners:
- Use of non-linguistic instruments to
support students with EAL/D,
Indigenous students and students with
ADHD.


- butchers paper
- whiteboard
markers
- material bag
that you cant
see through
- information
texts
- set text
- iPad


UNI T PLAN: I NFORMATI VE TEXTS
Lesson Duration
Learning Objectives
(QCAA Literacy
I ndicators)
Lesson Description Resources Assessment
Lesson Procedure:
- Teacher will ask students to sit on the
floor in a circle and place the mystery
bag in the middle
- Teacher will nominate students to feel
the bag and make conjectures as to what
is in the bag
- Teachers will then ask students to pull
items out one at a time
- Teacher will ask students what is
similar about these objects and what
students think the topic of their next
English unit is
- Teacher will then pin up butchers
paper and create a KWL chart with the
students. Teacher will ask students
what they know about informative texts
UNI T PLAN: I NFORMATI VE TEXTS
Lesson Duration
Learning Objectives
(QCAA Literacy
I ndicators)
Lesson Description Resources Assessment
and what they want to know about
informative texts
- Teacher will then introduce the set text
to the students, perform a picture walk
asking students what information they
think the text will provide us with and
then read the text
2:
Features of
Informative
texts
90 minutes 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
Curriculum Links: ACELA1504

Student Prior Knowledge:
- Students will have basic understanding
of informative texts
- Students will recognise the set text

Classroom Organisation:
- students will be sitting at their desks,
organised in groups
- Big book of set
text
- science
workbooks
- pencils
- laptop
- data projector/
Smartboard
- iPads
o Total Recall
- concept
maps in
workbooks
UNI T PLAN: I NFORMATI VE TEXTS
Lesson Duration
Learning Objectives
(QCAA Literacy
I ndicators)
Lesson Description Resources Assessment
navigation and
enhance readability
connect relationships
between ideas and
concepts within and
between texts
(VR5 ii)

Use text-processing
strategies when viewing
and reading, including:
skimming and
scanning texts
comparing content
from sources
analysing similarities
and differences
Adjustments for diverse learners:
- Concept maps will include images to
support students with EAL/D,
Indigenous students and student with
ADHD.

Lesson Procedure:
- teacher will create a graphic organiser
in the form of a concept map using the
iPad (Total recall app) connected to
show on the whiteboard/smartboard
with students to outline the features of
the set text (teacher types onto the iPad,
students dictate)
- teacher will then introduce the animal
encyclopaedia and ask students to
create another concept map (students

UNI T PLAN: I NFORMATI VE TEXTS
Lesson Duration
Learning Objectives
(QCAA Literacy
I ndicators)
Lesson Description Resources Assessment
(VR5 iii)


will be provided with iPads) outlining
the features of this informative text in
large groups (two desk groups together)
- teacher will then project an online
informative text and ask students to
create a third concept map outlining the
features of this informative text (single
desk groups)
- teacher will call students together to
create a list of features of an
informative text from all three concept
maps
3:
Navigation
Race
90 minutes View, read, navigate and
select texts for specific
personal, social and
learning purposes
(VR5 i)
Curriculum Links: ACELA1797

Student Prior Knowledge:
- Students will have had experience
reading and navigating information
- Class set of the
focus text (or
one per group)
- Informative
texts in

UNI T PLAN: I NFORMATI VE TEXTS
Lesson Duration
Learning Objectives
(QCAA Literacy
I ndicators)
Lesson Description Resources Assessment
texts

Classroom Organisation:
- Students will be working in groups,
they can sit at their desks or around the
classroom

Lesson Procedure:
- Students will be given one worksheet
per group, faced down, and a copy of
the focus text
- Students have to use the set text to
answer the questions on the sheet, using
their knowledge of the features of
informative texts to fine the answers
- Teacher will tell the students that it is a
race to see which group finishes the
classroom
library
- Worksheet
- Pencils
- Workbook

UNI T PLAN: I NFORMATI VE TEXTS
Lesson Duration
Learning Objectives
(QCAA Literacy
I ndicators)
Lesson Description Resources Assessment
answer sheet first, the teacher will time
all groups to see how quickly they
complete the task.
- Once students all groups have
completed their worksheet the teacher
will ask students what features of the
text made it easy to predict and find
information.
- Students then choose an informative
text from the class library and create a
similar type of quiz on their chosen text
- Students will pair up and complete each
others quiz
4:
Comprehension
90 minutes Independently view and
read and demonstrate
understanding of learning
area texts by:
Curriculum Links: ACELA1505

Student Prior Knowledge:
- Students will know the features of an
- Big book
version of the
set text
- Comprehension
- Comprehen
sion sheet
- summary
UNI T PLAN: I NFORMATI VE TEXTS
Lesson Duration
Learning Objectives
(QCAA Literacy
I ndicators)
Lesson Description Resources Assessment
synthesising
information to link
ideas across texts
interpreting,
analysing and
justifying ideas from
literal and inferred
ideas and information
(VR5 iv)

Independently read with
fluency words of
significance, specialised
learning area vocabulary
and terminology
(VR5 vi)

informative text
- Students will recognise the set text

Classroom Organisation:
- Students will be seated on the carpet for
the think aloud, then will be seated at
their desks for the comprehension
activity

Adjustments for diverse learners:
- Literacy Support Assistant will perform
this lesson with the students with a
developmental delay in literacy outside
the classroom (90 minutes).
- Student who identifies as gifted can
create a comprehension question
worksheet on a different chosen
worksheet
- Class set of
focus text
- Workbooks
- Pencils

UNI T PLAN: I NFORMATI VE TEXTS
Lesson Duration
Learning Objectives
(QCAA Literacy
I ndicators)
Lesson Description Resources Assessment
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
(VR5 vii)


informative text.

Lesson Procedure:
- The teacher will read the set text to the
class performing a think aloud. The
teacher is encouraged to think aloud
about any difficult words, modelling the
three cueing systems
(graphophonemic/phonological,
syntactic and semantic) to work it out
and why the author has chosen to
include this information
- After the teacher has done this, explain
the importance of thinking about the
text and understanding what is being
read
- The teacher will then distribute the class
UNI T PLAN: I NFORMATI VE TEXTS
Lesson Duration
Learning Objectives
(QCAA Literacy
I ndicators)
Lesson Description Resources Assessment
set of the text and the comprehension
worksheet
- The teacher will model the first
comprehension question with the class
- The teacher will then guide the students
through the next three comprehension
questions, scaffolding students to apply
their comprehension strategies
(visualising, monitoring) to answer the
questions
- Students will then answer the remaining
questions on their own
- When students have completed the
worksheet, they are to choose a page
from the set text and summarise it in
their own words to be written in their
workbooks
UNI T PLAN: I NFORMATI VE TEXTS
Lesson Duration
Learning Objectives
(QCAA Literacy
I ndicators)
Lesson Description Resources Assessment
5:
Reading log
60 minutes 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
(VR5 iv)
Curriculum Links: ACELT1795

Student Prior Knowledge:
- Students will have a thorough
understanding of the text and the
features of an informative text
Classroom Organisation:
- Students will be seated at their desks as
this is individual work

Adjustments for diverse learners:
- Students with a developmental delay in
literacy will complete this lesson with
the Literacy Support Assistant outside
the classroom (60 minutes)
- Student who identifies as gifted can
write their reading/learning log in the
- Reading/
learning logs
- Pencils


UNI T PLAN: I NFORMATI VE TEXTS
Lesson Duration
Learning Objectives
(QCAA Literacy
I ndicators)
Lesson Description Resources Assessment
form of a chose text type

Lesson Procedure:
- Teacher will ask students to write in
their reading and learning log about the
set text
- Students will include what they have
learnt from the set text, what they have
learnt about informative texts, their
responses to the text, any questions they
may have about the text or further
learning areas they wish to pursue
- The teacher will then ask students to
add to their reading and learning log
their thoughts on how the language
features and text structures of the set
text influence the authors opinion on
UNI T PLAN: I NFORMATI VE TEXTS
Lesson Duration
Learning Objectives
(QCAA Literacy
I ndicators)
Lesson Description Resources Assessment
the text and the topic
6.
Introducing
the
assessment
45 minutes Student Prior Knowledge:
- Students will be familiar with a range of
informative texts

Classroom Organisation:
- Students will be seated at their desks

Adjustments for diverse learners:
- Students with a developmental delay in
literacy will leave the classroom with
the Literacy Support Assistant to go
through the assessment (45 minutes).

Lesson Procedure:
- Teacher will introduce the formative
and summative assessment tasks to the
- Assessment task
sheet
- Rubric
- Information
report checklist


UNI T PLAN: I NFORMATI VE TEXTS
Lesson Duration
Learning Objectives
(QCAA Literacy
I ndicators)
Lesson Description Resources Assessment
students
- Students will each have a rubric and
task sheet and read along with the
teacher and ask questions they may
have about the assignment
- Teacher will make sure that the
instructions for the task are made
explicit and all questions are answered
7:
Modelled
and guided
writing
120
minutes
Write and create learning
area texts, demonstrating
increasing control and
using modelled structures
to organise information
(WC5 ii)
Curriculum Links: ACELA1504, ACELA1505,
ACELY1701

Student Prior Knowledge:
- Students will have an understanding of
the features of informative texts
- Students understand that the beginning
of a sentence gives prominence to the
meaning of the text
- Information
report template
- Criteria sheet
and task sheet
for each student
- Pencil
- Workbooks
- Whiteboard/
smartboard

UNI T PLAN: I NFORMATI VE TEXTS
Lesson Duration
Learning Objectives
(QCAA Literacy
I ndicators)
Lesson Description Resources Assessment
- Students will understand that texts vary
in purpose
- Students understand that texts have
effects on the reader

Classroom Organisation:
- Students will be seated at their desks

Adjustments for diverse learners:
- Non-linguistic visual representations of
the task sheet will be given in addition
to the general task sheet to the students
with EAL/D, Indigenous students and
student with ADHD.
- Literacy Support Assistant will sit with
the students with a developmental delay
in literacy to support and scaffold them
- Markers

UNI T PLAN: I NFORMATI VE TEXTS
Lesson Duration
Learning Objectives
(QCAA Literacy
I ndicators)
Lesson Description Resources Assessment
throughout this lesson. (120 minutes)

Lesson Procedure:
- The teacher will ask the students what
kind of features they think an
information report should have and
write student responses on the board
- The teacher will then highlight any
missing features of an information
report and project a template for
students to use when writing their
information report. Teacher will explain
this to the students.
- Teacher will then project a previously
written information report (with one
aspect of the criteria missing) on the
board and present it to the class
UNI T PLAN: I NFORMATI VE TEXTS
Lesson Duration
Learning Objectives
(QCAA Literacy
I ndicators)
Lesson Description Resources Assessment
- The students will all have a copy of the
criteria sheet, and will have to mark the
teachers information report
- The teacher will then ask the class for
feedback on their presentation and ask
if all parts of the criteria have been met,
and how this affects the overall mark
- Once this has been completed the
teacher will ask students to then create
another brief information report
together as a class on the school. The
teacher will scribe as the students
dictate. The teacher will ask all
students for input.
- The teacher will make it clear to the
students that their information report for
their assessment is to be longer and
UNI T PLAN: I NFORMATI VE TEXTS
Lesson Duration
Learning Objectives
(QCAA Literacy
I ndicators)
Lesson Description Resources Assessment
more detailed than these reports written
in class these are just a guide.
8.
Planning,
writing
conference
& research
120
minutes
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
Curriculum Links: ACELY1704, ACELY1705

Student Prior Knowledge:
- Students have had experience writing
an information text with guidance
- Students are aware of the requirements
of the assessment
- Students understand and know how to
use the template to write their
information report
- Students have had previous planning
time for homework

Classroom Organisation:
- Students will be working individually at
- Information
report template
- Pencils
- Workbooks
- Books on their
chosen animal
- iPads
- laptops
- classroom
library
- anecdotal
records on
each childs
planning
and
information
checklist
UNI T PLAN: I NFORMATI VE TEXTS
Lesson Duration
Learning Objectives
(QCAA Literacy
I ndicators)
Lesson Description Resources Assessment
to aid navigation and
usability
editing for meaning
and structure using
agreed criteria
(WC5 iii)

Plan, research, rehearse
and deliver spoken
presentations specific to
learning areas by:
taking notes,
identifying key ideas
and information
applying the stages
and characteristics of
spoken text structures
their desks or in their own place
throughout the classroom
- The teacher will have a spare desk with
two chairs set up in the classroom for
the writing conference

Adjustments for diverse learners:
- Students with a developmental delay in
Literacy will leave the classroom with
the Literacy Support Assistant to begin
planning their assessment. The Literacy
Support Assistant will engage in writing
conferences with these students. (120
minutes)

Lesson Procedure:
- Teacher will explain to students that
UNI T PLAN: I NFORMATI VE TEXTS
Lesson Duration
Learning Objectives
(QCAA Literacy
I ndicators)
Lesson Description Resources Assessment
selecting multimodal
resources to influence
audience reaction
(LS5 ii)
this lesson is for students to begin
working on their information reports, if
students have finished their planning
they can move straight on to research.
Students should be working through
their information report checklists.
- Teacher will explain that next lesson
students will have to hand in their
information report checklist
- After 10 minutes the teacher will call up
students one by one to have a writing
conference with the students to ask how
their planning is progressing, answer
any questions the student has, what
their next step is and to provide
scaffolding where needed.
- Once the teacher has met with all
UNI T PLAN: I NFORMATI VE TEXTS
Lesson Duration
Learning Objectives
(QCAA Literacy
I ndicators)
Lesson Description Resources Assessment
students the teacher will monitor and
scaffold the research process (time
permitting)
Students will have time in class to work on
their assessment and to complete more items on
their information report checklist.

9.
Quickwrite
30 minutes Use words and word
groups including:
extended noun
groups, phrases and
adjectives to extend
ideas and information
adverbs or phrases to
add detail to actions
and thoughts
verbs to show
certainty, probability
Curriculum Links: ACELY1703

Student Prior Knowledge:
- Students will have an in-depth
knowledge of informative texts
- Students will have performed a
quickwrite before
- Students will have almost completed
their assessment


- Pencils
- Workbooks
- Finalised
information
report checklist
Formative
Assessment:
- Finalised
Information
report
UNI T PLAN: I NFORMATI VE TEXTS
Lesson Duration
Learning Objectives
(QCAA Literacy
I ndicators)
Lesson Description Resources Assessment
or obligation
(WC5 vi)
Classroom Organisation:
- Students will be seated at their desks

Adjustments for diverse learners:

Lesson Procedure:
- Teacher will ask all students for their
information report checklist
- Teacher will ask students to do a quick
write about everything they know and
have learnt about informative texts in
their workbooks.
10. Present
final
assessment
120
minutes
Plan, draft and publish
texts using strategies
including:
understanding how
writers innovate on
Curriculum Links: ACELY1796, ACELY1700,
ACELY1704, ACELY1707

Student Prior Knowledge:
- Students will have a full understanding
- Laptop
- Data projector/
Smartboard
- Palm cards/
script
Summative
Assessment
- Teacher
will mark
each
UNI T PLAN: I NFORMATI VE TEXTS
Lesson Duration
Learning Objectives
(QCAA Literacy
I ndicators)
Lesson Description Resources Assessment
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
(WC5 iii)

of the features and structure of
informative texts
- Students will have completed their
assignment
- Students will have presented oral
reports to the class previously
- Students will know how to use relevant
ICT

Classroom Organisation:
- Students will be seated at their desks,
the student presenting will be at the
front of the classroom next to the
whiteboard/smartboard
- Otherwise students will be seated on the
floor, desks to the side, the presenter at
the front of the classroom (negotiate
- rubric students
oral
presentation
UNI T PLAN: I NFORMATI VE TEXTS
Lesson Duration
Learning Objectives
(QCAA Literacy
I ndicators)
Lesson Description Resources Assessment
Plan, research, rehearse
and deliver spoken
presentations specific to
learning areas by:
taking notes,
identifying key ideas
and information
applying the stages
and characteristics of
spoken text structures
selecting multimodal
resources to influence
audience reaction
(LS5 ii)
this with students)
- The teacher will be at the back, marking
the childs performance

Adjustments for diverse learners:

Lesson Procedure:
- Teacher will ask students if there are
any volunteers for presenting first, if
not the teacher will draw names out of a
hat
- Teacher will explain the appropriate
and polite behaviour of the audience for
the presenter, and remind the children
to use the correct intonation, pitch and
volume when presenting.
- Teacher will mark the students
UNI T PLAN: I NFORMATI VE TEXTS
Lesson Duration
Learning Objectives
(QCAA Literacy
I ndicators)
Lesson Description Resources Assessment
presentations
11: What
we have
learnt
45 minutes Student Prior Knowledge:
- Students will have an in-depth
knowledge of informative texts
- Students will have completed both
assessment pieces

Classroom Organisation:
- Students will be seated at their desks as
they write their responses
- Students will place their responses on
the KWL chart and sit on the floor in
front of it
- The KWL chart will be on the easel
next to the floor area



UNI T PLAN: I NFORMATI VE TEXTS
Lesson Duration
Learning Objectives
(QCAA Literacy
I ndicators)
Lesson Description Resources Assessment
Adjustments for diverse learners:
- Students are able to draw images
instead of writing responses to the
reflection questions to support
students with EAL/D, Indigenous
students and student with ADHD.

Lesson Procedure:
- Teacher will write three questions on
the board and distribute three pieces of
coloured paper to the students
- Teacher will ask students to answer
each of the questions on each piece of
paper and when they have finished
place the piece of paper on their KWL
chart on the wall and sit on the floor to
wait quietly for the rest of the class
UNI T PLAN: I NFORMATI VE TEXTS
Lesson Duration
Learning Objectives
(QCAA Literacy
I ndicators)
Lesson Description Resources Assessment
- (as this is happening, quiet reflective
music is played)
- Teacher will then turn off/down the
music and reflect with the student upon
what they have learnt about informative
texts, how it helped their science unit
and other learning and any further
learning the children want to pursue