LESSON 1

Learning Structure Resources Assessment Criteria

Intentions and Success Criteria

We are learning WHOLE CLASS FOCUS: Class Chalk Talk about Wheatley N. and Rawlins, Assessment Type
to identify the what they think an information report is and D.(1987). My Place.
Anecdotal note taking
structure of an includes. Share and create a mind map. Australia: Collins Dove
and observation of
information Publishers, 1858
TASK: Read 1858 of My Place, list all the places participation in class
report
mentioned. Read and unpack the features of an discussion
information report. See appendix 1.
Appendix 1- example of an
Language DIFFERENTIATION STRATEGY: information report
Success criteria for
features of this
After identifying a feature of an information report, whole class
text type
pause and allow time for the students to find the
examined in this Appendix 2- structure of I am doing well if I know
feature in the text, then point it out to the class for
lesson: an information report the structure and
those who didnt notice it. Go over the features
elements to an
- Structure (title, repetitively after finding a new one. (Repetition)
information report at the
paragraphs, end of this lesson.
OUTCOMES REQUIRED:
factual), tenses
a Chalk Talk students can share their ideas, as it is
an open discussion on paper.

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:

Joint deconstruction. Teacher and students working together to Literal
deconstruct the structure of an information report. 1. What is this information report about?
2. How many paragraphs can you see?
LESSON 2
Learning Structure Resources Assessment Criteria
Intentions and Success Criteria

We are learning WHOLE CLASS FOCUS: As class brainstorm topic Wheatley N. and Rawlins, Assessment Type
how to write an knowledge (step 1 of TLC) and orally revise the D.(1987). My Place.
Anecdotal note taking
information structure of an information report. Australia: Collins Dove
and observation of
report as class Publishers, 1858, 1888
TASK: Re-read 1858 and recap places mentioned. participation in class
Create a mind-map as a class about Australia. brainstorming.
Students will need to listen, share and copy the
Appendix 3- Checklist Checklist see
mind-map. Group this information to create a report
Language appendix 3
as a class. Begin writing one.
features of this
text type DIFFERENTIATION STRATEGY:
examined in this Success criteria for
Shared writing allows for students to work with the
lesson: whole class
teacher and have their own input as well. The work
- Structure will be on the board in which students can go at I am doing well if I can
their own pace contribute to the class
- Language and copy notes
OUTCOMES REQUIRED:
- Paragraphs
Students sharing ideas from their mind-map with
- Facts one another to develop further.
INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:
Modeled writing allows for the students to understand Evaluative
requirements and how the task is done. Shared writing enables 1. What were they celebrating on the pages
students to have their own input into their work as well as about 1888?
guidance from the teacher. 2. What could we write about in the next
 paragraph?

LESSON 3
Learning Structure Resources Assessment Criteria
Intentions and Success Criteria

We are learning WHOLE CLASS FOCUS: Develop the topic of the Episode 2: 1998: Assessment Type
to find sufficient text (step 1) through a think-aloud. Groups will be Mohammad
Anecdotal note taking
research about created through the culture of the students. Those
http://www.myplace.edu.au/ of ability to complete
a country to who are Australian can choose another country as
worksheets
write an we have already written a report on it. teaching_activities/1998/1/
information
TASK: Watch myplace clip about Ramadan, a ramadan.html?
report
religious celebration for Islamic. (Potential idSubtheme=3380 Success criteria for
Language paragraph topic) Students will use books and whole class
features of this computers to complete Appendix 4 and 5. Students
text type researching the same country can work together. I am doing well if I can
Appendix 4- What I know find and record at least
examined in this worksheet
lesson: DIFFERENTIATION STRATEGY: 2 facts for each
paragraph in my graphic
- Factual Small teacher focus group, researching the same
organizer within the
information country. Completing worksheet 5. Appendix 5- Research 60mins
OUTCOMES REQUIRED: template
- Grouping of
information Students would have created a graphic organizer to
record all their information. Appendix 6 Appendix 6- Graphic
organizer
INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:
Independent reading and writing for those students who want
to work on their own. Shared reading and writing for those Self-questioning
students wanting to work together and find information. 1. Do I understand the information I just
read?
(focus group)
2. Is that a key fact, or important idea?
LESSON 4
Learning Structure Resources Assessment Criteria
Intentions and Success Criteria

We are learning WHOLE CLASS FOCUS: Independent construction Wheatley N. and Rawlins, Assessment Type
to plan/draft our (step 4 of TLC) of a plan/draft report. Following the D.(1987). My Place.
Anecdotal note taking
information structure outlined in previous lessons. During the Australia: Collins Dove
of ability to complete
report following lesson get students to share their work Publishers, 1878
a structured plan
the correct
TASK: Watch myplace clip, to gain cultural
structure
understanding.. Brainstorm as a class the rituals of
http://www.myplace.edu.au
Language the Chinese, just seen. Look at book as well. /
features of this Individually begin planning an information report
text type teaching_activities/1878_- Success criteria for
using graphic organizer.
examined in this _before_time/1868/2/ whole class
lesson: DIFFERENTIATION STRATEGY:
the_chinese_house. I am doing well if I can
- Descriptive Provide a planning template worksheet appendix 7. complete a plan for my
html?idSubtheme=3380 information report about
language OUTCOMES REQUIRED: my country.
- Paragraphs Think aloud- rituals/practices of their culture.
Appendix 7- Planning
- Facts Visual summary/plan of information report. Students template
- Sentence will have a think-pair-share with their work so far, to
structure receive feedback

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS: Literal

Independent reading and writing. This allows for you to notice 1. What can you see on the pages 1878?
the ability of students writing. 2. Have you thought of and used descriptive
language?
LESSON 5
Learning Structure Resources Assessment Criteria
Intentions and Success Criteria

We are learning WHOLE CLASS FOCUS: Independent construction Wheatley N. & Rawlins, D. Assessment Type
to write our own of the text and shared reflection. (step 4 and 5 of (2008). Newtown, NSW:
Assessment criteria
information TLC). Class sharing time of a completed information Walker Book Australia
grid.
report with all report Australia: Collins Dove
the successful Publishers, 1928 Appendix 8
TASK: Students will use their plan, and draft to
criteria
complete a final copy of their information report.
Language During the lesson allow time for students to share Appendix 8- Assessment Success criteria for
features of this their work, and provide feedback to one another. grid whole class
text type Students will need to write their report, re-read their
examined in this I am doing well if I can
work, listen to others sharing, share themselves and
lesson: provide feedback to
provide vocal feedback.
others and complete my
- Structure DIFFERENTIATION STRATEGY: information report within
- Topic this lesson.
sentences Students will need to include only two paragraphs,
- Paragraphs although will still need to include at least two facts
- Facts in each.
- Descriptive
language OUTCOMES REQUIRED:
- Tenses Students will share their final information report
with the class
INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:
Independent writing, students are working on their own to Literal/Inferential
finalize their piece, see their individual ability. 1. What day did Bride celebrate? (pages 1928)
2. How many facts are in this information report?