FORWARD PLANNING DOCUMENT

TERM/WEEKS: 6 - 10 YEAR LEVEL: 1 LEARNING AREA/TOPIC: ENGLISH - Informative Reports

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

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES
LINKS (include learner diversity)
Lang Literacy
Literature
Lesson 1: Students will: Traffic lights: Whole class (10 mins):
Familiaris Express Students will 1. Introduce the purpose of reading the Text The Bad-Tempered
ation preferences for Examine the text come and put Eric Carle book The Bad-Tempered Ladybird by Eric Carle.
(WRB. P specific texts and The Bad- their name on the Ladybird. He writes good books for
30). authors Tempered appropriate traffic six year olds.
2. Ask students to think about what he is
and listen to the Ladybird by Eric light that reflects
teaching us in the book while you read
opinions of Carle and discuss their it.
others (ACELT15 its sequence and understanding of 3. Teacher reads text The Bad-Tempered
83) meaning. informative Ladybird by Eric Carle to the class.
reports. 4. Speak about the illustrations to the
Investigate students and how they were created.
informative reports Green = I Group work (20 mins):
and their purpose understand. Top group Independent activity - on The Bad Storyboard activity.
within writing. Yellow = I sort of Tempered Ladybird. They will complete a story
understand. sheet on the text outlining the characters, setting
and overall sequence.
Red = I do not Middle group Guided reading with Maxine.
understand. Low group Sight words fishing. Students use Fishing game lesson plan.
a magnet to pick a fish with a sight word. They
Question: then complete look, say, cover, write, check.
Do you Whole class writing (10 mins):
understand what 1. Teacher displays pages 14-15 of the Exemplars for Teaching
informative Exemplars for Teaching writing writing Book 1 pg. 14-15.
reports are? Book 1.
2. Teacher tells students that this text
is an informative report.
3. Teacher reads students the title
 using the pointer. In this
informative report the writer has
given us lots of information about
ducklings.
4. Teacher reads the text to the
students making sure they link the
photographs as they read along.
5. Teacher speaks about the purpose
of an informative report.
6. Teacher reads the text with the
students using the pointer.
7. Think-pair-share with a partner what
they learnt about ducklings.
8. Discuss facts, made up and
opinions a fact is true and
researched and opinion is personal.
Independent writing activities (15 mins):
Students will be given and Informative reports sheets.
informative report to read in pairs. Lined paper
Pair strong and weak together.
Once finished they will need to find
three facts and write them down on
a sheet of lined paper.
Reflection (5 mins):
1. Discuss the informative report that
was given to the students.
2. Discuss each question choose
one person to share answers.
Lesson 2: Express Students will: Checklist: Whole class (10 mins):
Analysing preferences for Will examine 1. Teacher will remind students of the text
(WRB. P. specific texts and Examine the text whether students Bad Tempered Ladybird and its story. Sequencing cards for The
32) authors The Bad understand the Question students. Bad Tempered Ladybird on
and listen to the Tempered sequence of an 2. As a class they will work together to the back of the bookshelf.
sequence the text into order from
opinions of Ladybird through informative
beginning to finish.
others (ACELT15 sequencing its report. 3. Teacher will then ask students what
83) events. they think the meaning of the text
Have they involves.
Investigate an included the: Group work (20 mins):

informative report Top group These students will do a word Word work activity
on ducklings and Title work activity.
organise its General Middle group Independent activity - Students
sequence of statement complete a cut and paste sequencing Story sheets.
events and their Description worksheet on The Bad-Tempered Ladybird.
purpose. paragraphs and Low group Guided reading with Maxine.
Conclusion
Whole class writing (10 mins):
In the correct 1. Teacher introduces pages 16-17 of
places on the big book with the writing covered Pg. 16-17 text covered.
already. We will look at each part
report sheet?
together and go through the stages
of an informative report.
2. Remove the strip that covers the
title. Discuss the purpose of the title.
3. Remove the strip that covers the
general statement. Discuss the

general statement it tells us what
the text is about.
4. Remove the paragraphs of
description paper. Ask students to:
Locate the information about

features of ducklings. E.g.
what they look like, where
they live, what they eat and
do.
Discuss that the word ducklings

is used multiple times, as its the
topic word.
 5. Remove the last strip of paper.
Identify the words can, do and

clever. The report should end with
an evaluation of the topic.

Independent writing activities (15 mins):

1. Students are to work in pairs to
organise the story read into its
sequence. Cut and paste activity. Ducklings sequencing
2. Early finishers are to draw a picture sheets.
that corresponds to the story.
Reflection (5 mins):
1. Teacher asks students to share as
pairs with the class their sequences
and pictures.
2. Teacher discusses the story and its
features. Title, general statement,
description paragraphs and ending.
What should they include?

Explore differences Students will: Traffic lights:

Lesson 3: in words that Students will Whole class (10 mins):
Modelling represent people, Examine the text come and put 1. Read the Eric Carle book The Very Eric Carle book The Very
(WRB. P. places and things The Very Busy their name on the Busy Spider. Busy Spider.
(nouns, including 2. Ask students to think about what he is
35) Spider by Eric appropriate traffic
pronouns), teaching us in the book while you read The Very Bad Tempered
happenings and
Carle and discuss light that reflects
it. Ladybird Eric Carle.
states (verbs), its sequence and their
3. Compare the book to The Very Bad
qualities meaning. understanding of Tempered Ladybird.
(adjectives) and informative Group work (20 mins):
details such as Explore nouns and reports. Top group Guided reading with Maxine.
when, where and pronouns in an Middle group word work activity.
Word work activity.
how informative report. Green = I Low group Independent work create
(adverbs) (ACELA1 understand. comparison chart on The Bad Tempered
452) Yellow = I sort of Ladybird and The Very Busy Spider.
understand.
Express
Red = I do not Whole class writing (25 mins):
preferences for
understand. Language features nouns and pronouns.
specific texts and 2 minutes on nouns.
4. Display pages 18-19 to the
authors
and listen to the Question: students.
opinions of Do you 5. Read the text with the students.
others (ACELT15 understand how 6. Work with students to identify the
83) to research facts nouns in the text. Question them
and write notes as to what nouns are and refer to
for informative the poster on nouns.
reports? 7. Write the headings people, places, Pgs. 18-19 of Exemplars for
animals and things on the board Teaching writing Book 1.
and put the words under their
heading.
8. Explain to students that a noun or
group of nouns can be replaced with
a pronoun. Teach pronouns.
Explain what they are.
BRAIN BREAK stand up, find some Nouns poster.
space and do 10 star jumps.
9. Identify examples of nouns to
pronouns in the text and use
sentences as an example. Report planning sheet.
10. Use and model the reporting sheet Ants book.
to collect information from the text
Ants as a class.
Independent writing activities (0 mins):
No activity.

Reflection (5 mins):
1. Teacher reads through the notes
created.
2. Discuss with students the structure
of an informative report title,
general statement, paragraphs of
description and the concluding
statement.
3. Students complete their self
assessment.
 Explore differences Students will: Checklist: Whole class (10 mins):
Lesson 4: in words that 1. Teacher will remind students of the text Text The Very Busy
Modelling represent people, Examine the text Assesses The Very Busy Spider and its story. Spider by Eric Carle.
(WRB. P. places and things The Very Busy whether students Will question students.
(nouns, including 2. As a class they will work together to
35) Spider by Eric have used the
pronouns), sequence the text into order from
happenings and
Carle and discuss structure of a
beginning to finish.
states (verbs), its sequence and report correctly. 3. Teacher will then ask students what
qualities meaning. they think the meaning of the text
(adjectives) and Have they involves.
details such as Explore adjectives included:
when, where and in an informative Title, general Group work (20 mins):
how report. statement, Top group Independent work - On The Very
(adverbs) (ACELA1 description Busy Spider. They will complete a story sheet
452) paragraphs and on the text outlining the characters, setting and
ending. overall sequence.
Middle group Guided reading with Maxine.
Express Low group Sight words fishing. Students use
preferences for a magnet to pick a fish with a sight word. They
specific texts and Sight words fishing.
then complete look, say, cover, write, check.
authors
and listen to the Whole class writing (10 mins):
opinions of Language feature adjectives.
others (ACELT15 Exemplars 1 big book.
1. Display pages 18-19 of the big
83) book.
2. Re-read the text with the students.
3. Question the students on what
Create short adjectives are.
imaginative and 4. Identify the adjectives in the text.
informative texts Mention how they describe the
that show nouns in the text.
emerging use of 5. Use the pictures on pages 14-15 to
appropriate text st make a list of other adjectives the
ructure, sentence- author could have used to describe
level grammar, w the ducklings.
ord choice, Informative report sheet.
6. Teacher uses the report information
spelling, Ants book.
sheet to model to students writing
punctuation and and informative report.
appropriate 7. Teacher reads and edits the report
multimodal with the students.
elements, for
 example Independent writing activities (15 mins):
illustrations and 1. Students independently write their Writing books.
diagrams (ACELY own information report using a
1661) photocopy of the class notes.

Reflection (5 mins):
1. Students come to the mat and share
their reports.
2. Teacher and class check that the
students have included a title,
general statement, description
paragraphs, concluding statement.

Lesson 5: Students will: Whole class (10 mins):

Modelling Traffic lights: 1. Introduce the Eric Carle book The Very Book The Very Hungry
(WRB. P. Express Examine the text Students will Hungry Caterpillar. Caterpillar by Eric Carle.
35) preferences for The Very Hungry come and put 2. Ask students to think about what he is
specific texts and Caterpillar by Eric their name on the teaching us in the book while you read
authors it.
Carle and its appropriate traffic
and listen to the 3. Teacher reads text to the class.
meaning. light that reflects 4. Speak about the illustrations to the
opinions of their students and how they were created.
others (ACELT15 understanding of
83) informative Group work (20 mins):
Create notes on reports. Top group Word work.
Caterpillars for an Middle group Independent work Students Hungry Caterpillar pictures
Create short informative report Green = I are to create their own mini story based on sheet.
imaginative and as a class. understand. themselves being very hungry.
informative texts Yellow = I sort of Low group Guided reading with Maxine.
that show understand.
emerging use of Red = I do not Whole class writing (25 mins):
appropriate text st understand. 1. Discuss the purpose of an
ructure, sentence- informative report. To tell true
level grammar, w Question: facts about a person, animal, place
ord choice, Do you or things. Book on Caterpillars.
spelling, understand how 2. Students use the text ________ to
punctuation and to research facts create notes on the informative
appropriate and write notes report note-taking sheet.
multimodal for informative
elements, for
example reports? Independent writing activities (0 mins):
illustrations and No activity.
diagrams (ACELY
1661) Reflection (5 mins):
1. Teacher reads through the notes
created.
2. Discuss with students the structure
of an informative report title,
general statement, paragraphs of
description and the concluding
statement.
Lesson 6: Express Students will: Checklist: Whole class (10 mins):
Modelling preferences for 1. Discuss the text The Very Hungry The Very Hungry Caterpillar
(WRB. P. specific texts and Examine the text Assesses Caterpillar by Eric Carle. by Eric Carle.
35) authors The Very Hungry whether students 2. Remind students have The Very Busy The Very Busy Spider by Eric
and listen to the Caterpillar by Eric have used the Spider by Eric Carle. Carle.
opinions of Carle and its structure of a 3. Teacher completes a Venn diagram Venn Diagram sheet.
with the students about the similarities
others (ACELT15 meaning. report correctly. and differences between The Very
83) The Very Hungry Caterpillar
Hungry Caterpillar and The Very Busy read by Eric Carle:
Have they Spider.
included: https://www.youtube.com/w
Create short Write an Title, general atch?v=vkYmvxP0AJI&list=
Group work (20 mins): PLv8SccurKy_RrZ4nhDXR
imaginative and information report statement, Top group Guided reading with Maxine.
informative texts on Caterpillars as description Middle group Word work.
G3gild0EClIpC&index=3
that show a class and paragraphs and Low group Independent work Complete a
emerging use of individually. ending. Venn diagram on the The Very Hungry
appropriate text st Caterpillar and The Very Busy Spider.
ructure, sentence-
level grammar, w Whole class writing (10 mins):
ord choice, 1. Discuss the structure of this
spelling, informative report.
punctuation and 2. Model writing a report using the Report writing sheet.
appropriate previous lesson notes.
multimodal 3. Edit the report as a class.
elements, for Independent writing activities (15 mins):
example 1. Students independently write their
illustrations and own reports using a photocopy of
diagrams (ACELY the class notes. Writing books.
1661) 2. Students edit their own work. Report writing sheets.
Reflection (5 mins):
1. Students come to the mat and share
their reports.
2. Teacher and class check that the
students have included a title,
general statement, description
paragraphs, concluding statement.
Lesson 7: Express Students will: Traffic lights: Whole class (10 mins):
Sharing preferences for Students will 1. Introduce the Eric Carle book Mister Eric Carle book Mister
(WRB. P. specific texts and Examine the text come and put Seahorse. Seahorse.
36) authors Mister Seahorse their name on the 2. Ask students to think about what he is
and listen to the by Eric Carle and appropriate traffic teaching us in the book while you read
it.
opinions of its meaning. light that reflects
3. Teacher reads text to the class.
others (ACELT15 their
83) Create notes on understanding of 4. Speak about the illustrations to the
students and how they were created.
Spiders for an informative
informative report reports.
Create short Group work (20 mins):
as a class.
imaginative and Top group Independent activity complete a
Green = I sheet about a time when they had to be
informative texts understand. responsible and why.
that show Yellow = I sort of Middle group Guided reading with Maxine.
emerging use of understand. Low group Sight words fishing. Students use
appropriate text st Red = I do not a magnet to pick a fish with a sight word. They YouTube video:
ructure, sentence- understand. then complete look, say, cover, write, check. https://www.youtube.com/watc
level grammar, w h?v=wpJ0H_enkMI
ord choice, Question: Whole class writing (25 mins):
spelling, Do you 1. Students will watch a YouTube
Teacher prepped notes about
punctuation and understand how video about spiders. Spiders.
appropriate to research facts Brain break Stand up and march like a
multimodal and write notes soldier in a line around the two middle
elements, for for informative tables.
example reports? 2. Teacher will lead students in taking
illustrations and their own notes with the teacher.
diagrams (ACELY
1661) Independent writing activities (0 mins):
No activity.

Reflection (5 mins):
3. Teacher reads through the notes
created.
4. Discuss with students the structure
of an informative report title,
general statement, paragraphs of
description and the concluding
statement.
Lesson 8: Express Students will: Checklist: Whole class (10 mins):
Sharing preferences for 1. Teacher will remind students of the text Eric Carle book Mister
(WRB. P. specific texts and Examine the text Assesses Mister Seahorse and its story. Seahorse.
36) authors Mister Seahorse whether students Question students.
and listen to the by Eric Carle and have used the 2. As a class they will work together to
sequence the text into order from
opinions of its meaning. structure of a
beginning to finish.
others (ACELT15 report correctly. 3. Teacher will then ask students what
83) Write an they think the meaning of the text
information report Have they involves.
on Spiders as a included:
Create short class and Title, general Group work (20 mins):
imaginative and individually. statement, Top group word work
informative texts description Middle group independent activity complete
that show paragraphs and a sheet about a time when they had to be
emerging use of ending. responsible and why.
appropriate text st Low group Guided reading with Maxine.
ructure, sentence-
level grammar, w Whole class writing (10 mins):
ord choice, 1. Discuss the structure of this
spelling, informative report.
punctuation and 2. Model writing a report using the
appropriate previous lesson notes.
multimodal 3. Edit the report as a class.
elements, for
example Independent writing activities (15 mins):
illustrations and 1. Students independently write their
diagrams (ACELY own reports using a photocopy of
1661) the class notes.
2. Students edit their own work.
Reflection (5 mins):
1. Students come to the mat and share
their reports.
2. Teacher and class check that the
students have included a title,
general statement, description
paragraphs, concluding statement.
Lesson 9: Express Students will: Traffic lights: Whole class (10 mins):
Guiding preferences for Students will 1. Introduce the Eric Carle book The Eric Carle book The Mixed-
(WRB. P. specific texts and Examine the text come and put Mixed-Up Chameleon. Up Chameleon.
36) authors The Mixed-Up their name on the 2. Ask students to think about what he is
and listen to the Chameleon by appropriate traffic teaching us in the book while you read
it.
opinions of Eric Carle, its light that reflects
3. Teacher reads text to the class.
others (ACELT15 meaning and their 4. Speak about the illustrations to the
83) illustrations. understanding of students and how they were created.
informative What kinds of animals body parts did it
reports. want to be?
Create short Create notes on
imaginative and Crickets for an Green = I Group work (20 mins):
informative texts informative report understand. Top group Guided reading with Maxine.
that show as a class. Yellow = I sort of Middle group Word work.
emerging use of understand. Low group Independent work think of the
appropriate text st Red = I do not kinds of animals body parts that they would
ructure, sentence- understand. like to be. YouTube video:
level grammar, w https://www.youtube.com/w
ord choice, Question: Whole class writing (25 mins): atch?v=vevKcdiGNcM
spelling, Do you 1. Students will watch a YouTube
punctuation and understand how video about Crickets. Clipboards
appropriate to research facts Brain break stand up and hop around Notes pages
multimodal and write notes the classroom like a kangaroo. Pencils
elements, for for informative 2. Teacher will lead students in taking
example reports? their own notes with the teacher.
illustrations and
diagrams (ACELY Independent writing activities (0 mins):
1661) No activity.

Reflection (5 mins):
1. Teacher reads through the notes
created.
2. Discuss with students the structure
of an informative report title,
general statement, paragraphs of
description and the concluding
statement.
Lesson Express Students will: Rating Scale: Whole class (10 mins):
10: preferences for Assesses 1. Discuss the Eric Carle book The Eric Carle book The Mixed-
Guiding specific texts and Examine the text whether students Mixed-Up Chameleon. Up Chameleon.
(WRB. P. authors The Mixed-Up understand the 2. Look at Eric Carle as an author and
36) and listen to the Chameleon by concept of compare the book to the Ants book Comparison chart.
they read for report writing.
opinions of Eric Carle, its informative
others (ACELT15 meaning and reports using
Group work (20 mins):
83) illustrations. their writing. Top group Independent work - students
complete a comparison chart to Eric Carles
1= has not shown book and the Ants book read in class.
Fishing game lesson plan.
Create short Create a report on understanding. Middle group Guided reading with Maxine.
imaginative and Crickets for an 2= shows a Low group Sight words fishing. Students use
informative texts informative report satisfactory a magnet to pick a fish with a sight word. They
that show as a class. understanding. then complete look, say, cover, write, check.
emerging use of 3= shows a good Whole class writing (10 mins):
appropriate text st understanding. 1. Discuss the structure of this
ructure, sentence- 4= shows an informative report.
level grammar, w excellent 2. Model writing a report using the
ord choice, understanding. previous lesson notes.
spelling, 3. Edit the report as a class.
punctuation and
appropriate Independent writing activities (15 mins):
multimodal 1. Students independently write their
elements, for own reports using a photocopy of
example the class notes.
illustrations and 2. Students edit their own work.
diagrams (ACELY
1661) Reflection (5 mins):
1. Students come to the mat and share
their reports.
Re-read students
own texts and
discuss possible
changes to
improve meaning,
spelling and
punctuation (ACE
LY1662)
Lesson Express Students will: Observational Whole class (10 mins):
11: preferences for notes: 1. Discuss all of the Eric Carle books
Applying specific texts and Examine the Eric Teacher writes read so far and what happened.
(WRB. P. authors Carle books they notes on whether The Very Busy Spider
37) and listen to the have read so far. the students are The Bad-Tempered ladybird
opinions of grasping the Mister Seahorse
others (ACELT15 Create informative concept of note The Very Hungry Caterpillar
83) notes on an insect. taking. The Mixed-Up Chameleon
2. Discuss Eric Carle as an author and
what his books have in common
Create short similarities and differences chart.
imaginative and
informative texts Group work (20 mins):
that show Top group word work
emerging use of Middle group Independent work chose two
appropriate text st Eric Carle books and create a similarities and
ructure, sentence- differences chart.
level grammar, w Low group Guided reading with Maxine
ord choice, Whole class writing (10 mins):
spelling, 1. 5 minute discussion about the
punctuation and sheet. What do you write here?
appropriate Dot points to be used.
multimodal
elements, for Independent writing activities (15 mins):
example 2. Write notes on a mini beast of their
illustrations and choice. Group students who are Notes sheets.
diagrams (ACELY doing the same animal. iPads.
1661) 3. Teachers monitor students and their Books
research.
Re-read students
own texts and Reflection (5 mins):
discuss possible 2. Students come to the mat and share
changes to what they have found out.
improve meaning,
spelling and
punctuation (ACE
LY1662)
Lesson Students will: Whole class (10 mins): The Very Hungry
12: Express Observational 1. Watch a video on Eric Carle and his Caterpillar illustration:
Applying preferences for Examine Eric notes: books. http://www.scholastic.com/te
(WRB. P. specific texts and Carle as an author Teacher writes 2. Discuss Eric Carle and his acher/videos/teacher-
37) authors and illustrator. notes on whether illustrations - what techniques does videos.htm#3197890744001
and listen to the the students are he use? /14259130001
opinions of grasping the
others (ACELT15 Create a draft concept of report Group work (20 mins):
83) informative report. writing. Top group Guided reading with Maxine
Middle group word work
Create short Low group Independent work draw a new
imaginative and front cover for your favourite Eric Carle book.
informative texts
that show
emerging use of Whole class writing (10 mins):
appropriate text st 1. Discuss the structure of a report.
ructure, sentence- 2. Model using a students notes.
level grammar, w 3. Read and edit the text with the
ord choice, students.
spelling,
punctuation and Independent writing activities (15 mins):
appropriate 1. Students are to finish writing notes Title, general statement,
multimodal on their insects. description paragraphs and
elements, for 2. Then they begin to write their draft ending.
example copy of their report.
illustrations and 3. Students who are finished are to
diagrams (ACELY edit and get the teacher to check.
1661) 4. Teacher monitors students.

Re-read students Reflection (5 mins):

own texts and 1. Students come to the mat and share
discuss possible what they have written so far.
changes to
improve meaning,
spelling and
punctuation (ACE
LY1662)
Lesson Express Students will: Checklist: Whole class (10 mins):
13: preferences for Based on 1. Watch a video about Eric Carle. Video:
Applying specific texts and Examine Eric whether students 2. Discuss Eric Carle, him as an author https://www.youtube.com/w
(WRB. P. authors Carle as an author have included and his illustrations. atch?v=n5aJRzDYijw
37) and listen to the and illustrator. Title, general 3. Ask students if they could ask Eric
opinions of statement, Carle 3 questions what would they
others (ACELT15 Create a draft of description ask him.
83) an informative paragraphs and Group work (20 mins):
report. Students ending. Top group Independent activity students to
will edit the draft Also if they have complete a sheet about Eric Carle and what Early finishers draw a
Create short using the editing edited their report questions they would ask him. picture of Eric Carle.
imaginative and fans. correctly. Middle group guided reading with Maxine.
Low group Sight words fishing. Students use
informative texts
a magnet to pick a fish with a sight word. They
that show Create a good then complete look, say, cover, write, check.
emerging use of copy of their Fishing game
appropriate text st informative reports Whole class writing (10 mins):
ructure, sentence- using picture 2. Discuss the structure of a report.
level grammar, w collage. 3. Model using a students notes.
ord choice, 4. Show students how to use picture
spelling, collage.
punctuation and
appropriate Independent writing activities (15 mins):
multimodal 1. Students are to finish editing their
elements, for work.
example 2. Begin writing a good copy on the
illustrations and iPads (Pic Collage). Six students at
diagrams (ACELY a time can do this.
1661) 3. Students who are waiting for an
iPad will need to draw a picture that
Re-read students corresponds to their story.
own texts and Reflection (5 mins):
discuss possible 5. Students come to the mat and share
changes to what they have written so far.
improve meaning,
spelling and
punctuation (ACE
LY1662)
Lesson Students will: Checklist: Whole class (10 mins): Personal information on Eric
14: Express Based on 1. Review Eric Carle study from Carle:
Applying preferences for Examine Eric whether students previous lesson. http://ericcarleblog.blogspot.
(WRB. specific texts and Carle as an author have included 2. Model the creation of a personal com.au/
P.37) authors and illustrator. Title, general profile on Eric Carle.
and listen to the statement,
opinions of Create a draft of description Group work (20 mins):
others (ACELT15 an informative paragraphs and Top group word work.
83) report. Students ending. Middle group Independent activity Create a
will edit the draft Also if they have personal profile of Eric Carle.
using the editing edited their report Low group guided reading with Maxine. Fact sheets on Eric Carle.
Create short fans. correctly.
imaginative and Whole class writing (5 mins):
informative texts Create a good 1. Model how to use picture collage.
that show copy of their 2. Question what a report needs to
emerging use of informative reports contain. iPads
appropriate text st using picture Paper
ructure, sentence- collage. Independent writing activities (20 mins): Report sheets
level grammar, w 1. Students are to type out their work. Writing books
ord choice, 2. Early finishers or those who are
spelling, waiting need to draw pictures to
punctuation and correspond to their reports.
appropriate
multimodal Reflection (5 mins):
elements, for 1. Students share their reports and
example drawings so far with the class.
illustrations and
diagrams (ACELY
1661)

Re-read students
own texts and
discuss possible
changes to
improve meaning,
spelling and
punctuation (ACE
LY1662)
Lesson Students will: Rubric: Whole class (10 mins):
15: Express Assesses the 1. Review Eric Carle study from
Applying preferences for Examine Eric final product of previous lesson. Facts on Eric Carle.
(WRB. specific texts and Carle as an author their work. Have 2. Model the creation of a personal http://ericcarleblog.blogspot.
P.37) authors and illustrator. they included: profile on Eric Carle. com.au/
and listen to the Title, general
opinions of Create a good statement, Group work (20 mins):
others (ACELT15 copy of their description Top group guided reading with Maxine.
83) informative reports paragraphs and Middle group word work.
using picture ending. Low group independent activity - Independent
Create short collage. activity Create a personal profile of Eric
Carle.
imaginative and Fact sheets
informative texts
that show Whole class writing (5 mins):
emerging use of 1. Model how to use picture collage.
appropriate text st 2. Question what a report needs to iPads
ructure, sentence- contain. Paper
level grammar, w Report sheets
ord choice, Independent writing activities (20 mins): Writing books
spelling, 1. Students are to finish typing out
punctuation and their work.
appropriate 2. Early finishers or those who are
multimodal waiting need to draw pictures to
elements, for correspond to their reports.
example
illustrations and Reflection (5 mins):
diagrams (ACELY Students share their reports and drawings
1661) so far with the class.

Re-read students
own texts and
discuss possible
changes to
improve meaning,
spelling and
punctuation (ACE
LY1662)