Lesson: Information Report on Giraffes Date: Wednesday 14th June 2017 Year Level: Stage 2: Year 3

Lesson Aim:

Sequencing writing lesson: Students will extend their knowledge on information reports and apply their understanding by composing an informative
text on an animal; giraffe.

Content strand(s) with corresponding Sub-Strand(s):

EN2-2A: plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
EN2-9B uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text
when responding to and composing texts

Students’ Prerequisite knowledge / understanding / concepts / skills:

Students have been exploring different ways to gather and present information. They have viewed a short documentary on giraffes and have come up
with structured information to help them begin writing their report.

Resources:
Interactive whiteboard, writing books with information grids, cut and paste sheet for Aliza. Colour in sheet for fast finishers, photocopied information
grid from previous lesson for Ss who were absent.

Specific Learning Time

Teaching / Learning Strategies Resources and Organisation
Outcomes for this Lesson Req.
Orientating Phase / Introduction

Students should be able to
-Demonstrate prior
knowledge on Information
Reports, and recap on
content from previous
lesson
10 - T presents prompt: image of giraffe on IWB Interactive whiteboard
mins - T reorientates last week’s lesson, mentions documentary to
regain their memory and asks Ss what was learnt. Image of real life giraffe displayed
- What did we learn? What were some of the facts we gathered? for visualisation
- How do we structure an information report, what are the 6
headings that we used to help us?
- T tells Ss that we are going to use our gathered information to
start writing our information report.

Students should be able to
-Understand their
expectations throughout the
lesson
-Work collaboratively and
independently
-Use knowledge of
structuring information
reports to write
appropriately
Enhancing Phase / Body
30mins
- T instructs ss to go to their desks with their writing books and
turn to the page that follows their information grid.
- T gives photocopied information grid to Ss who were absent. Word Document
- T sits at desk, models writing: opens word document to guide
Ss. Writing Books
- T asks: how we can start writing our Information report?
What do we write first? (date, title) Ss copy into their books. Information grids from previous
lesson
- T says: looking at our information grid, what did we put in our
general classification: Student reads it out loud. Class works at the same pace,
- Teacher asks Ss: how can we start writing our Information guided by teacher for the first few
report using the facts in our general classification? sections.
- As a class, begin writing the general classification together, Cut and paste sheet to differentiate
asking questions, suggesting language structure. T types on for Aliza. Aliza works with teacher’s
IWB. Ss copy. aide.
- Allow different student to read out the paragraph that was T roams around the room, monitors
typed up. behaviour, assists Ss when needed.
- Instruct ss to leave a line for the next paragraph
T reminds Ss that she will be
- The next paragraph is on APPEARANCE, rewarding two well behaved
students who are being great
- Student reads out this section of their grid aloud. learners, with dojo points.
- T instructs Ss to complete this part on their own. T tells Ss that
they are writing to people who don’t know anything about this
animal, therefore they must be descriptive and specific.
- T keeps track of Ss as they complete their work. Stopping them
when they are finished writing the paragraph.
 - T repeats instruction for each paragraph, reminding them to
leave a line.
Giraffe colour and cut out sheet will
- T allows different ss to read out their facts for each heading be left at the front of the class for
before writing again. Ss to collect after they are finished
writing.
- Fast finishers are to start colouring in their giraffe sheet.

Synthesising Phase / Conclusion

Students should be able to
-Present their work
-Show respect
-Successfully understand
how to write an
informative text on an
animal using their gathered
information and reflect on
their learning.
10
- After class is finished (depending on time) T instructs Ss to Writing books
come back down to the floor with their books.
- T asks Ss if they would like to stand up and read out their
paragraphs one by one.
- Depending on Aliza’s mood, ask if she would like to present her
work to the class.
- T praises Ss on work, allowing time for discussion, asking
questions: what did you like most when learning about
giraffes, do you think you are an expert now? Etc.
- Announce which Ss were working well and reward with dojo
points.

Assessment Strategies (link to Learning Outcomes):

- - uses sentence structure, grammatical features and punctuation conventions appropriate for an informative text
- spell with familiar and unfamiliar words
- - uses language structures necessary to effectively inform readers about a topic
- - observation