Year
Level
/
Age
Range:
Reception/Year
1
Date:
21/8/18
No.
of
Students:
23
Estimated
Duration
of
Activity:
40
mins
Location:
Classroom
(Room
2)
AREA
OF
LEARNING
:
Literacy
TOPIC
:
Accelerated
literacy
–
information
reports
BROAD
OUTCOME
:
Reception:
Listen
to
and
respond
orally
to
texts
and
to
the
communication
of
others
in
informal
and
structured
classroom
situations
(ACELY1646
Identify
some
familiar
texts
and
the
contexts
in
which
they
are
used
(ACELY1645)
Identify
some
differences
between
imaginative
and
informative
texts
(ACELY1648)
Year
1:
Engage
in
conversations
and
discussions,
using
active
listening
behaviours,
showing
interest,
and
contributing
ideas,
information
and
questions
(ACELY1656
Describe
some
differences
between
imaginative
informative
and
persuasive
texts(ACELY1658)
Use
comprehension
strategies
to
build
literal
and
inferred
meaning
about
key
events,
ideas
and
information
in
texts
that
they
listen
to,
view
and
readby
drawing
on
growing
knowledge
of
context,
text
structures
and
language
features
(ACELY1660)
SPECIFIC
LEARNING
OUTCOME/S
:
Students
will
learn
that
the
term
‘text’
is
not
exclusive
to
books,
it
can
come
in
many
forms
such
as
reports.
Students
will
develop
an
understanding
of
the
structure
of
information
texts.
PREPARATION
/
ORGANISATION
Prior
to
the
lesson
prepare:
-‐ The
Fly
information
report
-‐ Cut
and
order
worksheet
RESOURCES
-‐ The
Fly
information
text
-‐ Cut
and
order
worksheet
TIME
PROCESS
RESOURCES
5
mins
ENGAGEMENT
/
INTRODUCTION
:
-‐
The
Fly
Start
the
lesson
by
inquiring
‘What
do
we
know
about
insects?’
followed
by
information
‘Is
a
fly
an
insect?’
report
When
students
have
discussed
that
the
fly
belongs
to
the
insect
family
the
information
report
will
be
provided
to
them.
Here
it
will
be
explained
that
this
is
an
information
text.
We
will
then
discuss
the
meaning
of
a
report
and
how
this
can
often
be
scientific.
Students
need
to
put
on
their
‘scientist
hats’
in
order
to
learn
from
this
text.
The
inquiry
question
‘Do
texts
always
need
to
be
books?’
will
be
asked
to
start
a
discussion
about
the
meaning
of
the
term
text.
We
need
to
students
to
understand
that
texts
can
come
in
many
forms
and
that
these
are
not
always
exclusively
in
book
form.
Inquiry
question?
‘How
do
we
know
that
this
is
an
information
text?’
-‐
worksheets
We
will
then
explicitly
go
through
all
the
relevant
sections
of
the
report
and
what
they
tell
us.
I
will
flip
through
the
page
of
the
report
and
ask
students
to
read
the
underlined
headings
and
guess
what
they
may
be
for.
I
will
then
write
the
headings
in
order
on
the
board.
After
we
have
completed
this
I
will
rub
them
off
the
board
and
place
the
information
report
on
the
floor
so
that
students
can
use
if
for
assistance
with
their
worksheets
if
required.
30
mins
BODY:
Worksheet
=
This
requires
the
students
to
order
the
different
sections
of
the
information
report.
This
consists
of:
-‐ title
-‐ classification
-‐ habitat
-‐ appearance
-‐ behaviour
(what
the
animal
does
to
survive)
Students
will
need
to
write
the
heading
‘Information
report’
in
their
literacy
books.
The
students
are
required
to
cut
out
all
the
sections
from
the
sheet.
These
are
in
a
mixed
order.
They
will
need
to
stick
them
into
their
sheets
in
the
correct
order.
‘The
Fly’
information
report
will
be
displayed
on
the
floor
for
them
to
come
up
and
take
a
look
if
they
require
assistance
in
doing
this.
CONCLUSION:
If
time
allows
students
will
be
asked
to
draw
a
fly
in
the
following
page
of
5
mins
their
literacy
books.
Here
it
should
be
restated
that
the
authors
goal
is
to
provide
a
description
of
the
fly
from
the
perspective
of
a
scientist,
this
is
why
the
visuals
have
a
significant
purpose
in
these
texts.
Students
who
require
extension
will
be
asked
to
label
relevant
sections
of
their
fly.
They
can
use
the
information
report
displayed
at
the
front
to
help
them
do
this.