Lesson 4: Informative Texts – Language Features

 Lesson Plan

Tuning In

• Read the informative text, What Are Earthquakes?, to the class. After reading, ask the students:
  • What type of words are used in this text?
  • Why do you think the author chose these types of words?
  • If these words were removed from the text, what might be the effect of this?

Teacher Instruction

• Discuss the language of informative texts, as outlined on slide 15 of the Writing Informative Texts PowerPoint. Encourage the students to identify some examples of informative language used in the text about earthquakes.
• Discuss the first example text on slide 16, then encourage the students to label the second example text on slide 17. Discuss the answers on slide 18.

Guided/Independent Learning

• Display and discuss the independent activity on slide 19. Provide the students with a copy of the Identifying Informative Language Worksheets. Read through the instructions for the task and answer any questions the students may have.
• Allow the students to work through the worksheets independently. Monitor and support the students as required.
• As a class, discuss the answers for each of the worksheets. Allow the students to self-correct their work so they can monitor how well they have understood the lesson’s objective.

Wrapping Up

• Provide the students with a black and white copy of one the texts from the Factual Text Type Posters Teaching Resource Pack to paste into their workbooks for future reference. Choose the poster that best suits the textual style that will be taught throughout the unit.

 Differentiation

Extending Students

• Encourage more capable students to peer tutor others who may need assistance with the worksheets.

Supporting Students

• Allow less confident students to be supported by peer tutors, or to work in a smaller group with a teacher or teacher aide.

 Assessment Strategies

Suggested Assessment Strategies

• used strategic whole class or individual questioning
• observed student participation during learning activities
• recorded student progress on a checklist
• annotated student work samples
• collected and reviewed student work samples
• facilitated whole class or peer feedback sessions
• encouraged student self-reflection
• administered formal assessment tasks.

• Reviews
• Changes & UpdatesChanges
• Report an ErrorErrors
• Help