Learning

Intention

WHOLE CLASS
Tuning In

We are learning
to ...

Pose the
question on the
board Are there
different types
of facts

Identify and
classify factual
information in
informative
narratives.

Allow time for

students to read
the focus
question and
ponder it to
themselves.

MINI LESSON 10-15 mins

As a class, we will
brainstorm the students
responses to the focus
question. We will attempt to
create a number of different
categories for facts.
The teacher will refer back
to the T-chart created
previously, based on an
information narrative read
in class. The teacher will
recap the facts from that text
and students will attempt to
categorise those facts into
the categories created. New
categories can be created, if
needed. Some examples of
the categories could include:
General or allencompassing
Specific
About a character
About the events/issues
About the setting
About the resolution

INDEPENDENT
LEARNING

SHARE TIME AND

TEACHER SUMMARY

ASSESSMENT
STRATEGIES

Independent Reading
Students will all receive a copy of an
information narrative to read
independently.
Students must then record all the
factual information found in the text
and insert them appropriately into the
table 16.2 (Wing Jan, 2009, pp.257).

A volunteer will be chosen

for each category (main
character, setting, other
characters, events,
resolution and others) to
share what facts they found
for that specific category.

Focus group:
Each student can
identify at least 3
pieces of factual
information
within their given
category.

After the sharing of all

categories, the class will
have a discussion about
what was found. Teacher
questions will include:
What categories were the
Literature circle
most challenging to find
Students will read aloud the
factual information about?
information narrative (shared reading). Was it difficult to
For a second time, the teacher will
distinguish between the
read aloud the text. As students listen
facts and fiction?
to the read aloud, each will focus on a Did you find most of the
separate type of fact. For example, one facts to be general or more
student will focus on factual
specific?
information regarding the characters
What category did you find
while another student may focus on
had the most factual
factual information regarding the
information?
setting. Students will then take turns to
present to the group what they found
about their specific topic (oral
language practice). Students will
record in the table their own facts and
those from their peers as they are
shared.
Focus Group:
The focus group consists of EAL
learners who need to improve their
independent reading skills.

The factual
information
identified fits
appropriately into
the given
category.