FORWARD PLANNING DOCUMENT

TERM/WEEKS: 6 - 10 YEAR LEVEL: 4 LEARNING AREA/TOPIC: ENGLISH REPORT

WRITING

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

WEEK AUSTRALIAN CURRICULUM SPECIFIC LESSON TEACHING & LEARNING RESOURCES

LINKS OBJECTIVE EXPERIENCES
Language Literacy (include learner diversity)
Literature
6 Understand that social interactions Engage/Explore Lesson 1 Features
influence the way people engage with Warm Up: Adverbs Powerpoint Titles
ideas and respond to others for example 1. Brainstorm Headings
when exploring and clarifying the ideas informational Subheadings
of others, summarising their own views Watch Video: https://www.youtube.com/watch?v=DN4d76QP_MA
writing features, Captions
and reporting them to a larger group
structure and Provide students with a variety of Informative Texts (Check out books in the Glossary
(ACELA1488)
vocabulary. library). Ask students to skim through their individual texts and to record Illustrations
Interpret ideas and information in any observations they can make about this genre of writing. Paragraphs
spoken texts and listen for key points in 2. Students are to Factual language
order to carry out tasks and use identify Offer suggestions about what they should focus on: point of view, features, Third person
information to share and extend ideas elements and organisation, sentence starters, first sentences, vocabulary, etc. Conclusion
and information (ACELY1687) features of the
informational Next, have students share their texts and observations with partners or in Informational Texts
Identify characteristic features used in texts. small groups. They should record any new observations that they make (Library)
imaginative, informative and persuasive Observational Sheet
together.
texts to meet the purpose of the text
(ACELY1690). https://www.youtube.co
Finally, have the class come back together to share their observations.
Record class observations on a class brainstorm, and ask students to record m/watch?
any final observations. v=DN4d76QP_MA
Grammar Focus
Adverbs Apple TV
Lesson 2
Warm Up: Adverbs Sentences Rotations:
Fact or opinion game
Recap the brainstorm from the last lesson. Brainstorm “Informational
Writing” on the whiteboard. Students are to identify elements and features
of the genre of writing. Teacher to question whether informational texts
are fact or opinion… What is fact? What is opinion?
Have discuss “What is Informative Writing?”. The class will brainstorm and
students will create a brainstorm in their writing books.

Activating prior knowledge:

Students will brainstorm all that they can recall about informational or non
fiction texts, their structure etc.

Students are to work in pairs and identify the key features of Informational Vocabulary
writing. As they write the key features, they are to highlight or underline Description
important words as they take notes. Problem and Solution’
Compare and Contrast
Lesson 3 Sequence
The teacher will brainstorm ideas and examples of topics used in Cause and Effect
informational writing.
Flags of the World
Using the Information report resource on Reading Eggspress Teacher Earth’s Tallest Mountain
Toolkit, run through the features of information reports.
 Read “Earth’s Tallest Mountain” and “Flags of the World” as a class,
highlighting key features.
 Make a class brainstorm on the different topics of informational
writing and different types of texts.

Discuss the different topic categories that students might write about for
Informative Writing. As a class, discuss some examples for each of the
categories.

Students are to record their own topic ideas for each category. Students
Humpback Whales Text
should record 3 to 5 ideas for each. This will serve as a starting point for
http://west.cdn.mathleti
when students need to select topics for Informative Writing.
cs.com/flexBin-
R8/assets/spellodromeS
Lesson 4:
CAssets/WritingFun_v3/
Using the interactive writing tool, the class will read the information text
WFMOV/infrep.swf
on Humpback Whales, identifying key elements and structure of
 informational texts.
A3 Paper
Using a piece of A3 paper, teacher will create a poster on the “Features of
Informational Texts”. Students are to contribute to the poster and explain
each element.

The poster will then be put onto the wall display under the “Informational
Texts” banner. This wall display will be added to as we discover more and
more elements and their importance in the text.

Discuss the report to be completed at the end of the unit (Animal Report).

7 1. Students will
Identify characteristic features used in analyse and Lesson 1
imaginative, informative and persuasive deconstruct the VCOP Warm Up: Focus on Vocab
texts to meet the purpose of the text features of MacBooks
(ACELY1690). informational IPads
Students will be grouped (3-4) and will be given a topic of inquiry: Blue
texts. Whales. They are to gather as many facts as they can in an
Plan, draft and publish imaginative,
informative and persuasive texts allocated time, then report their findings to the class. A3 Paper
containing key information and 2. Identify and Later, have students use the assembled facts as the basis for writing texts
supporting details for a widening range demonstrate the that describe or a report.
of audiences, demonstrating increasing use of
control over text structures and informational Have information texts about different topics scattered on the mat… They
language features (ACELY1694). text features may also use MacBook’s/IPads etc
through writing.
Understand that the meaning of
Discuss with students the importance of creating a reference list or
sentences can be enriched through the MacBooks
bibliography when creating reports.
use of noun groups/phrases and verb
Provide opportunities for students to discover how various information
groups/phrases and sources are referenced in different ways E.g. Website, journal
prepositional (ACELA1493) articles, books.
Students will use their information websites or texts and create a reference
list for their report.

Lesson 2 Reading Eggspress

Fact or Opinion Warm Up Informational
Grammar Focus Teacher models a read aloud of report features and what how it is written. Text
Adverbs Using a text on Bottlenose Dolphins. Class draws facts and information https://assets.readinge
from the text to write notes. ggsassets.com/teacher
_resources/comprehen
sion/middle/targeting_

8 Plan, draft and publish imaginative,
informative and persuasive texts
Explain (We do)
containing key information and
supporting details for a widening range
of audiences, demonstrating increasing
control over text structures and
language features (ACELY1694).
Grammar Focus
Pronouns
Identify characteristic features used in
imaginative, informative and persuasive
texts to meet the purpose of the text
(ACELY1690).
Lesson 3 comprehension/null/ta
VCOP Warm Up: Focus on Connectives rgeting_comprehensio
n/index-fp-
Teacher models writing an informational text on Bottlenose Dolphins. c5bdb606.html
Students will need to identify the features in the text.
Students will be given the written text with one section missing. They are
to re-write the missing section in their own words.
Lesson 1
VCOP Warm Up: Kung Fu Punctuation
Teacher will recap the informational text features and highlight them in the
modelled text.
Students are to use their sheet from previous lesson (Week 6 Lesson 3) to
decide on headings for an animal report. Discuss what sort of
characteristics we look for when describing animals.
E.g.
- Species
- Diet
- Habitat/ Location
- Description
Lesson 2
VCOP Warm Up: Discuss Ollie Opener.
Teacher to model how to research topics and how to record notes.
Students to start their research.
AppleTV
Using http://www.duckduckgo, the teacher will model how to take notes Information on Bengal
on the Bengal Tiger. Students are to assist in note taking lesson and decide Tigers
on the important information to be included.
Discuss the Information report assessment with students. Explain to them
that they are to write an informational report on an animal of their choice.
They are to use http://www.duckduckgo to research their chosen animal.
Discuss the expectation for student’s presentation of final copy. Students
 are to create a piece of writing that they will be proud of and will reflect
their learning of informational reports.

Differentiation – Weaker students report will be on Chickens.

Lesson 3
VCOP Warm Up: Kung Fu Punctuation

Deconstructing the informational features and structure of a text. Discuss

how paragraphs should only contain things that fall under the provided
heading. E.g.

Students will brainstorm their writing on their animal. They are to

brainstorm the headings, information, pictures and categories that they
have researched.

Researching and time on writing notes.

Lesson 4
Researching and time on writing notes.

9 Plan, draft and publish imaginative,

informative and persuasive texts
Elaborate (You do it Lesson 1
together) VCOP Warm Up: Vocabulary to describe animals.
containing key information and A3 Paper
supporting details for a widening range Apple TV
of audiences, demonstrating increasing Teacher is to model how to use notes to create an informational text on Apple TV
control over text structures and Bengal Tigers. The teacher will use a piece of A3 butchers paper to MacBooks
language features (ACELY1694). construct the text. They will use red pen for the headings and normal pen
for the text. Teacher to model how students will skip a line when changing Assessment Rubric
headings.

Lesson 2
Grammar Focus
Students are to create a draft structure of their writing, including
Pronouns headings… E.g. Diet, Growth and Change, Behaviour, Habitat etc
Students are to draft their report write. They are to use their information
and headings to construct a draft copy.

Lesson 3
Students to continue writing their draft copies. If they have finished their Whiteboard
draft they are to edit, compare to their VCOP Checklist and then proceed to
 their good copy.

MacBooks
Lesson 4 VCOP Checklist
Students to start writing their good copy of their animal report. If they
have finished their good copy, they are to edit, proofread, compare to their
VCOP Checklist and then hand to the teacher. If students have finished
their good copy, they are to illustrate their animals onto a plain piece of A4
paper.

10 Plan, draft and publish imaginative,

informative and persuasive texts
Evaluate (You do it Lesson 1
alone) VCOP Warm Up: Kung Fu Punctuation HP Reveal
containing key information and IPads
supporting details for a widening range
of audiences, demonstrating increasing Animal Reports will be photographed and students will orally read their
control over text structures and report through HP Reveal.
language features (ACELY1694).
If students have finished their assessment they may create a different
report. They are able to construct a report on a person. They are to
include:
Grammar Focus
 Early life
Apostrophes  Description
(possessive)  Career and achievements
 Summary and interesting facts

Lesson 2
The whole class will create a final report together. The topic of the report
will be voted on in class. The choices are:

Divide students into groups of 3 or four (should have around 8 groups)

Give each group one of the following topics. Two groups per topic: Diet,
Predators, Life Cycle, Behaviour, Habitat…

On a piece of A3 paper, students are to write notes in bullet point form that
have to do with their chosen topic. They are to have their information
under their heading at the top of the page.

Groups will come down to the mat. The first group will bring their notes to
the board. The teacher will model to students how to turn notes into
paragraphs using connectives and the first group’s notes.
Individually, students need to turn their group’s notes into a paragraph
using connectives and VCOP.

Lesson 3
Reading of our texts – Gallery walk and using HP Reveal to view each
students work. Students will present their work to the class and show their
report.
ACHIEVEMENT STANDARD
Receptive modes (listening, reading and viewing)
By the end of Year 4, students understand that texts have different text structures depending on purpose and audience. They explain how language features, images
and vocabulary are used to engage the interest of audiences.
They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts, and respond to others’ viewpoints. They listen
for key points in discussions.

Productive modes (speaking, writing and creating)

Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They
create texts that show understanding of how images and detail can be used to extend key ideas.
Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying
language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation,
editing their work to improve meaning.