Year: 1
Text Type: Report
Aspects
Teaching Strategies
General
Capabilities
Key
웃- Individual
� - Pairs
- Group
 - Class
� - Display
Literacy
Numeracy
Term:3
ICT
Capability
Cooperative/Group
o Group Work
o Eight Square
o Think. Pair. Share
o Elevator Speech
o Community Circle
o Jigsaw
o Gallery Walk
o Role Play
o Values line
o Placemat
o Envoy
o Graffiti
o Round Robin
o Round Table
o Snow Ball
o Debates
o Future Wheel
o Stations
o Thumbs Up/Down
o Call Out
o Card Clusters
o Numbered Heads
o Inside/Outside
Circle
Language:
Understand that the purposes texts serve shape
their structure in predictable ways (ACELA1447)
Compare different kinds of images in narrative
and informative texts and discuss how they
contribute to meaning (ACELA1453)
Understand concepts about print and screen,
including how different types of texts are
organized using page numbering, tables of
content, headings and titles, navigation buttons,
bars and links (ACELA1450)
Week
Focus
One
Lesson
1
Students are
introduced to
informational
texts, their
Students learn the elements of an informational text in order to
effectively construct their own report.
Personal & Social
Critical &
Capability
Creative Thinking
Reflection
o Two Stars
and a Wish
o 5 Fingers
o 321
o PMI
o Today
Recording Information
o Semantic Grid
o Structured
Overview
o Venn Diagram
o Table
o Y Chart
o Decision Tree
o Retrieval Chart
o Rubric
o Mind Map
o T-Chart
o KWL
o Diagram
o Flow Chart
o Graph
o Brainstorm
Ethical
Understanding
Intercultural
Understanding
Thinking Tools
o Multiple Intelligences
o Blooms Taxonomy
o Six Thinking Hats
o SCAMPER
o Inquiry Process
o Discussion
o Gradual Release of
Responsibility
o Journals
o Interview
o Conferencing
o Thinkers Keys
o Problem Solving
o Questioning
o Modelling
o Scaffolding
ROOM 10
YEAR 1
Maninder
Dhaliwal
Other
o Computers
o IPads
o Class
Presentation
o Clockwise/carous
el
o Learning Centres
o Smart Board
Literacy:
Describe some differences between imaginative, informative and persuasive texts (ACELY1658)
Create short imaginative, informative texts that show emerging use of appropriate text structure,
sentence-level grammar word choice, spelling, punctuation and appropriate multimodal elements,
for example illustrations and diagrams (ACELY1661)
Reread student’s own texts and discuss possible changes to improve meaning, spelling and
punctuation (ACELY1663)
Construct texts that incorporate supporting images using software including word processing
programs (ACELY1664)
Make short presentations using some introduced text structures and language, for example
opening statements (ACELY1657)
Learning Experiences (60 min)
Informational Texts:
1. What is the purpose of an informational text? Why do
we need them. What do they help with? Who is their
intended audience? (Brainstorm) 
Resources ( √ included in pack)
 A4 Paper
 Good and bad informational
texts (the bad example is
provided by itself and
Assessment (Main Assessments)
Diagnostic: Observation What do the students
already?
know about informational
texts? Can they identify
purpose and
structure.
2. Hand out two samples of informational text. Which is
better? Why?
3. What features does an informational text have?
Including hints for identifying each section (Table) 
4. Students make a graphic overlay of a report using the
good example with guidance from the teacher for
each section. They map out the basic different
sections of an informational text on a blank piece of
paper with different colour rectangles and labels
representing each section (example has been
multiple times on a page to
save paper) /�
 Smart board/white board
 Blank paper for overlay
 Example overlay has been
provided in with the good
and bad texts file
 Example Table for reference
features of an informational
text?
provided) 웃
Two
Lesson
2
Students examine Features:
 Venn Diagram
1. Students find the differences and similarities between  Feature Cards (cut and
the features of
informational texts and stories. Give out examples of
placed in a container or
informational
novels, picture books and informational books to
similar)
texts and the
 Informational text (use lion
difference
examine (Venn Diagrams)
between them
2. Have each group report back about some of the things
text from previous week) �
they noticed 
and other texts.
 Hunt the Text Retrieval Chart
3. What information could you include in a report about
�
animals (Card Cluster)
 Examples of informational
4. Talk through answers and assign proper heading
texts, picture books and
names to the different information e.g. what they eat
novels.
= Diet 
5. Hand out informational text and Hunt the Text
Retrieval Chart. Have various students draw out
feature cards one at a time. Get students to find that
section and then read the paragraph to them.
Students must listen to the information and record the
relevant key words (Retrieval Chart) �
6. As you find new words discuss what they mean 
7. Do as many cards as time allows and then mark. As
extra motivation for students, collect retrieval charts
for information found and best key words and assign
winning pair a prize 
Formative: Venn Diagramswere students able to
identify differences?
Summative: Retrieval Chart –
were students able to locate
information and summarize?
Three
Lesson
3
Four
Lesson
4
Students examine Matching Information:
1. Students are given the pieces for a report and must
the layout of
informational
match the headings to the information and then
texts.
design a layout on a blank A4 sheet of paper by gluing
down the pieces �
2. Have students highlight the first word of each
sentence 웃
3. What do you notice about the first word of each?
paragraph? (starts with a noun for the animal) 
4. Using the report, they have just constructed, have
various students draw out feature cards one at a time.
With each card drawn, students are given a set
amount of time to find the information in the text and
summarize onto their retrieval chart. Read
information to pairs that need the extra assistance �
5. Do as many cards as time allows and then mark. As
extra motivation for students, collect retrieval charts
for information found and best key words and assign
winning student a prize 
Students
collaboratively
research an
animal.
Collaborative Research:
1. Students select an animal for the class to research by
voting on a selection (the selection may be generated
by the students) 
2. Students are given a sheet and organize themselves
into groups of the same color highlighter used on
their sheet (see prep). Ensure they have a pencil and
something to lean on (Jigsaw)
3. Students then go in groups of the same highlighted
headings and are given the matching text. Students
summarize information on each of their categories
using the prompt questions to help them (Retrieval
Chart)
 Jumbled Report (you may
wish to precut into pieces for
students to save time) an
unjumbled one has also been
included as an answer key
�
 Retrieval Chart �
Formative: Work samplestudents were able to
correctly match headings to
information and layout the
text in an easy to follow
format
 Animal Retrieval Chart –
Summative: Retrieval ChartPREP: On each sheet
students locate, summarize
highlight one category.
and record information.
Change highlighter color
every time you get back to
the first heading. If your
number of students is not a
multiple of 7 you will need to
double up some headings
and colors. 웃
 Report Heading Prompt
Questions
 Information texts about the
animal (find on internet or
4. Students then return to their home groups and retell
the information they have learnt. The other students
fill in their missing information
5. Go through retrieval chart with students to ensure
they have a good understanding of the information
and it has been recorded correctly 
photocopy out of a book, or
readers)
Retrieval Charts from
previous lesson
Poster Paper
Writing Paper
Five
Lesson
5
Students write a
collaborative
report about the
animal.
Collaborative Report:

1. Get students to assist in writing an introduction for
the animal from the previous week including

reminding students to start with the animal’s name  
2. Students return to home group from previous lesson
and turn the information into a paragraph and have
teacher edit for mistakes
3. Students turn their information into a poster for
display including their heading, the paragraph of
information and pictures
4. Get students to assist in writing a conclusion for the
animal report 
Six
Lesson
6
*May
need
more
than
one
lesson*
Students locate
and summarize
information.
Research:
1. Students select an animal to research
(Think.Pair.Share) 웃/
2. Show students how you would like them to locate
information e.g. which websites to go to/ where in the
book to look 
3. Students locate and summarise information and add
to their retrieval chart. Ensure they are only recording
key words and not whole sentences 웃
4. What was one of the most interesting facts you learnt
about your animal (Community Circle) 
***Depending on your students’ ability you may wish
them to do some of the research at home, during guided
reading sessions or have parent helpers to support your
students with gathering information***
 Retrieval Chart 웃
 Simple Retrieval Chart for
weaker students
 Computers/Ipads and nonfiction texts for researching
Summative: Postersstudents were able to work
together to complete their
section of the report.
Formative: Retrieval ChartStudents locate and
summarise information
appropriate for each heading
Seven
Lesson
7
Students label a
diagram using
correct
conventions.
Labelled Diagram:
1. Show students diagram example. What can you learn
about the animal from the diagram? (Discussion) 
2. Why should you include diagrams? 
3. Label an example animal and discuss conventions e.g.
rule line first, strait ruled line, start with a capital etc.

4. Have student draw or print a side on view of their
animal 웃
5. Students label their diagram and colour picture using
available information on their animal. Ensure they use
technical vocabulary i.e hooves not feet 웃
6. Students view each other’s diagrams (Gallery Walk)
Eight
Lesson
8
*May
need
more
than
one
lesson*
Students write
their own
informational
text on an
animal.
Paragraphs:
1. Model how to write an introduction using key words
from research 
2. Have students write their own introduction on their
animal. Allow weaker students to copy your sentences
substituting words for their animal 웃
3. Continue with each paragraph until they have drafted
 Labelled Diagram example
/�
 Labelled Diagram Sheet 웃
 Pictures of animal (to print
or copy from)
 Information on animal
(including retrieval chart
from previous lesson)


Summative: Labelled
Diagram- students add at
least 5 animal specific words
using straight lines and start
with a capital letter.
Writing paper/pencils
Retrieval Chart from
previous lesson
Marking rubric
Summative: Draft-Students
edit their work according to
the marking rubric to see if
they can improve their
paragraphs
 Draft from previous lesson
 Paper/Computers/Ipad etc
 Marking Rubric (Choose
between one that includes
oral presentation and one
Summative: Work Sample Mark students work on
rubric.
Scoring:
Not evident-0
Emerging- 1
Competent-2
Highly competent -3
their entire report 웃/
4. Go through each section of the marking rubric with
students and have them edit their work accordingly
웃/
5. Mark students work ready for next lesson
Eight
Lesson
9
*May
need
more
than
Students
construct an
informational
text with all the
necessary
features.
Report Design:
1. Students make the good copy of their report. Explain
to the student the format/s you wish them to use e.g.
poster, booklet, PowerPoint, Ipad App, Video etc.
Remind them of what is expected on the rubric 
2. Students work on constructing their report 웃
that does not) 웃
one
lesson*
Nine
Students present Oral Presentations:
Lesson their report to the 1. Have students present their reports one at a time and
mark on rubric.
9
class.
*Option
Ten
Lesson
10
Students
construct their
own report.
Report Structure:
1. Students are given headings and dot points of the
kinds of information that should go into each section
to sort �
2. Based on this information, students interview a
partner and record the information �
3. Remind students of the conventions of report writing
e.g. each heading on a new line, information starts
underneath the heading etc. (Discussion) 
4. Students write a report on their partner 웃
5. Students add a picture of their partner to their work
and decorate appropriately 웃


Marking Rubric
Reports
 Retrieval Chart 웃
 Report Match Up 웃
 Report Writing Rubric 웃
 Writing paper/exercise book
Formative: Oral
Presentation- mark students
on marking rubric.
Summative: Work Samplemark against rubric and
feedback to students.
Scoring:
Not evident-0
Emerging- 1
Competent-2
Highly competent -3