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. animals, objects, people. The resources accompanying this unit have been specifically designed to provide choice for teachers in these two areas.
- 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 build a description of an animal, person or object using facts.
- 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.
Australian Curriculum alignment
English > Year 3 > Literacy > Interpreting, analysing, evaluating > ACELY1678
Identify the audience and purpose of imaginative, informative and persuasive texts
English > Year 3 > Literacy > Creating texts > ACELY1682
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose
English > Year 4 > Literacy > Interpreting, analysing, evaluating > ACELY1690
Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
English > Year 4 > Literacy > Creating texts > ACELY1694
Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features
English > Year 3 > Language > Text structure and organisation > ACELA1479
Understand that paragraphs are a key organisational feature of written texts
English > Year 3 > Literacy > Creating texts > ACELY1683
Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation
English > Year 4 > Language > Language for interaction > ACELA1489
Understand differences between the language of opinion and feeling and the language of factual reporting or recording
English > Year 4 > Literacy > Creating texts > ACELY1695
Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure
English > Year 4 > Literacy > Interpreting, analysing, evaluating > ACELY1692
Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts