Lesson Title
Identifying Language Features of
Explanation texts
Rationale
Students to gather a greater
understanding of the various language
features found in explanation
texts.
Lesson Duration Year: 5/6 Class/Group: Mrs
50 minutes Field’s Literary Group
Syllabus Outcomes (from syllabus Syllabus Content/Elaboration (from
documents) syllabus documents)
Level 5 Plan, draft and publish
Level 5 Elaboration
imaginative, informative and persuasive print and
multimodal texts, choosing text structures, -using research from print and digital
language features, images and sound appropriate resources to gather and organise information
to purpose and audience for writing
-selecting an appropriate text structure for the
Level 6 writing purpose and sequencing content
Plan, draft and publish imaginative, informative
according to that text structure, introducing
and persuasive texts, choosing and experimenting
the topic, and grouping related information in
with text structures, language features, images
and digital resources appropriate to purpose and well-sequenced paragraphs with a
audience concluding statement
Level 6 Elaboration
- creating informative texts for two different
audiences
Prior knowledge Risk Assessment Resources
Students have an understanding of N/A Slideshow “Explanation Texts
19.11.17”
language and structure features of an
Life cycle of a caterpillar
explanation text from previous year
x25
levels.

Specific Teaching Target (identified from previous teaching & related to presence in the classroom; classroom management)

Time Guide Content/Learning Experience Teaching Class Assessment

Students to identify and highlight language features that are Strategies Organisation Formative/Summa
found in explanation texts. This will aid them in creating their Grouping & tive
own explanation texts as they continue to research their Consult with classroom Which
topics. associate environment outcomes/indicato
Introduction (Engagement) teacher on rs will you
Use the slideshow “Explanation Texts 19.11.17” and go through curriculum assess? How and
the 1st slide by reading the ‘Downball text’ to the students. Then focus when will you do
Breakdown of Explanation texts with
proceed to through each slide that has a language feature in it this?
explicit focus on language features.
and ask students whether they can see examples of that feature Consult with
in the text. associate
Prompts-
teacher
“Can someone refresh our memories and tell the class what this
regarding
language feature is?”
“Where can we see examples of (INSERT LANGUAGE any students Students will Observe how the
FEATURE) in the text?” work in teacher students discuss
with special
Go through each language feature including: nouns/pronouns, selected groups the key ideas of
needs or
adjectives, verbs, signal words, linking words and technical Looking explicitly at of features in greaterstructure and
the2-3.
language. requirement
depth. whether they have
Get the students to take a sheet explaining the lifecycle of a s. demonstrated this
caterpillar and get them to highlight example of the language in their verbal
features they could find. Ask the students if they have any Guided explanation
questions about the tasks. exploration
Collect student
Body (Exploration/Transformation/Presentation) worksheets for
Questioning
Walk around the class providing prompts and teacher further
students
questioning to help students. Answer any questions the students assessment
about the
may have. Reiterate to the students the importance of language
features in creating an explanation text. structure of
an
Notify the students they have 5 minutes remaining on the task.
‘explanation
Ask the students to finish up their work and proceed to the floor
text’
in a circle.
Conclusion (Presentation/Reflection)
Collect the students worksheets for further assessment. Get Observation

students on the floor and ask them how they are going on with of students
their explanation tasks. work

Assessment
 Links with a learning sequence. Breaking
down ‘explanation texts’ into key concepts
and ideas. Language features were a focus
this lesson.

Students will explore creating their own

explanation texts focusing on the language
and structural features accumulated in the
next lesson. (2.2)

Transition to next lesson (How will this happen?)

In the next lesson, the class will aim to move onto creating their own explanation texts by incorporating relevant language features and
appropriate structure.