This English unit addresses the informative text type; specifically, how to write a well-structured informative text.
It consists of 10 lessons of approximately 60 minutes duration.
The sequence of lessons and suggested time frames should be regarded as a guide only; teachers should pace lessons in accordance with the individual learning needs of their class.
An independent writing task, which may couple as an assessment task, is included in the unit. The number of lessons required to complete this task may vary from class to class.
This unit of work addresses the broad textual focus of informative writing. Teachers are encouraged to select a specific informative text type to focus on throughout the unit e.g. information report, factual description, explanation. In addition to this, teachers may also wish to select a specific content focus for students to write about e.g. objects, animals, phenomena. The resources accompanying this unit have been specifically designed to provide choice for teachers in these two areas.
This unit plan includes the following resources:
- Writing Informative Texts PowerPoint
- Applying Reading Comprehension Strategies Worksheets
- Comprehension Task Cards – Distinguishing Between Fact and Opinion
- I Have, Who Has? Fact and Opinion Game
- Distinguishing Between Fact and Opinion – Comprehension Task
- Informative Text Structure Sorting Task – The Apple iPad
- Goals – Writing (Upper Primary)
- Comprehension – What are Earthquakes?
- Identifying Informative Language Worksheets
- Imaginative, Persuasive and Informative Paragraphs PowerPoint
- Informative Paragraphs Sequencing Activity
- Informative Paragraph Starters – Topic Sentence Cards
- Informative Paragraph Planning Template
- Paragraphs in Informative Writing – Poster and Planning Template
- Informative Text Checklist – Structure, Language and Features
- Informative Texts Writing Tasks – Fact Files and Scaffolding Sheet
- Editing Passages PowerPoint – Year 5
- Editing Passages PowerPoint – Year 6
- Note Taking Graphic Organiser
- Comprehension Task Cards – Finding The Main Idea
- 5 Informative Writing Stimulus Sheets
- NAPLAN-Style Assessment Rubric – Informative Writing
- Informative Texts Writing Scaffold
- To introduce the purpose and types of informative texts.
- To identify the difference between a fact and an opinion.
- To identify and explore the structure of informative texts.
- To identify and explore the language features of informative texts.
- To explore the correct paragraph structure for informative writing.
- To correctly construct an informative paragraph.
- To use a fact file and scaffolding sheet to write an informative text in pairs.
- To learn and apply proofreading and editing skills.
- To take appropriate notes from an informative text.
- To independently write an informative text, using appropriate text structure, language and features.
Preparing for Learning
Informative writing provides excellent opportunities for cross-curricular integration. Look for ways to meaningfully integrate informative writing with other learning areas e.g. Science, Humanities and Social Sciences, Technology. Before commencing the unit, choose a content focus for informative writing which links with the learning taking place in these other subject areas.
Develop an informative writing wall in the classroom before commencing the unit. Display texts, word wall vocabulary and posters that will stimulate the students’ interest and assist in their learning. For examples of teaching resources to display in your classroom, browse the Informative Writing category on the Teach Starter website.
Expose the students to a variety of informative texts before and during the unit. Read and view factual texts such as non-fiction books, newspaper reports and documentaries. Provide students with opportunities to read and respond to short informative texts. For examples of informative text comprehension resources, browse the Comprehension Texts category on the Teach Starter website.
Some of the resources which accompany this unit plan will need to be prepared prior to teaching. For this reason, it is advised that teachers browse through all lessons before commencing the unit.
NSW Curriculum alignment
Composes, edits and presents well-structured and coherent texts
Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
Discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts
Recognises, reflects on and assesses their strengths as a learner
Victorian Curriculum alignment
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources
Analyse the text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience
Reread and edit own and othersâ€™ work using agreed criteria for text structures and language features
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
Reread and edit own and othersâ€™ work using agreed criteria and explaining editing choices
Australian Curriculum alignment
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the textElaborationsexplaining how the features of a text advocating community action, for example ...
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sourcesElaborationsusing research skills including identifying research purpose, locating texts, gathering and organising informati...
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audienceElaborationsusing research from print and digital resources t...
Re-read and edit studentâs own and othersâ work using agreed criteria for text structures and language featuresElaborationsediting for flow and sense, organisation of ideas and choice of language, revising and trying new approaches if an el...
Analyse how text structures and language features work together to meet the purpose of a textElaborationscomparing the structures and features of different texts, including print and digital sources on similar topics, and evaluating which features be...
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital textsElaborationsmaking connections between the text and studentsâ own experience or oth...
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audienceElaborationscreating informative texts for two ...
Re-read and edit studentsâ own and othersâ work using agreed criteria and explaining editing choicesElaborationsediting for coherence, sequence, effective choice of vocabulary, opening devices, dialogue and description, humour and pathos, a...