Backward Design - UNIT PLAN

Title: Exploring Informative Texts (Derived and adapted from TeachStarter, 2017)
Year Level: Year 2 Teacher: Trisha Huizenga
Focus Curriculum Area (s): English, Science Duration: 4 weeks

STAGE 1: Curriculum Links

(What do we want students to learn? From the Australian/SCASA Curriculum)

General Literacy Numeracy ICT Critical and Creative Thinking

Capabilities (GP)
Ethical Behaviour Personal and Social Intercultural Understanding
Cross-curriculum
Priorities (CCP) Aboriginal and TSI Asia and Australias Sustainability
Histories and Culture Engagement with Asia
Year Level English:
English
Content
Reading and Viewing
Descriptors
ACELY1668 At Standard, students understand
Identify the audience of imaginative, informative and persuasive how similar texts share
texts characteristics by identifying text
ACELA1463 structures and language features used
Year 2 Achievement to describe characters and events, or
Understand that different types of texts have identifiable text
Standards to communicate factual information.
structures and language features that help the text serve its
purpose. They read texts that contain
ACELA1470 varied sentence structures, some
Understand the use of vocabulary about familiar and new topics unfamiliar vocabulary, a significant
and experiment with and begin to make conscious choices of number of high-frequency sight words
vocabulary to suit audience and purpose and images that provide extra
information. They monitor meaning
ACELY1671 and self-correct using knowledge of
Create short imaginative, informative and persuasive texts using phonics, syntax, punctuation,
growing knowledge of text structures and language features for semantics and context. They use
familiar and some less familiar audiences, selecting print and knowledge of a wide variety of letter-
multimodal elements appropriate to the audience and purpose sound relationships to read words of
ACELY1672 one or more syllables with fluency.
Reread and edit text for spelling, sentence-boundary They identify literal and implied
punctuation and text structure meaning, main ideas and supporting
detail. Students make connections
ACELA1470 between texts by comparing content.
Understand the use of vocabulary about familiar and new topics They explain their preferences for
and experiment with and begin to make conscious choices of aspects of texts using other texts as
vocabulary to suit audience and purpose comparisons.

ACELY1667 Writing and Creating

Rehearse and deliver short presentations on familiar and new
Students create texts, drawing on
topics
their own experiences, their
imagination and information they
have learnt. They create texts that
Science
show how images support the
meaning of the text. Students
(ACSSU017)
accurately spell words with regular
Living things have a variety of external features
spelling patterns and spell words with
(ACSSU211) less common long vowel patterns.
Living things live in different places where their needs are met They use punctuation accurately.

Speaking and Listening

(ACSIS040)
Use a range of methods to sort information, including drawings Students listen for particular
and provided tables and through discussion, compare purposes. They listen for and
observations with predictions manipulate sound combinations and
rhythmic sound patterns. When
(ACSIS042) discussing their ideas and
Represent and communicate observations and ideas in a variety experiences, students use
of ways everyday language features and topic-
specific vocabulary. They explain their
preferences for aspects of texts using
other texts as comparisons.
Students create texts that show how
images support the meaning of
the text. They create texts, drawing on
their own experiences, their
imagination and information they
have learnt. Students use a variety of
strategies to engage in group and
class discussions and make
presentations.

Science:

Science Understanding

At Standard, students describe objects

and events that they encounter in
their everyday lives, and the effects of
interacting with materials and objects.
They describe the external features of
living things and how different places
meet the needs of living things.
Students describe changes in their
local environment.

Science Inquiry Skills

Students pose and respond to

questions about their experiences and
predict outcomes of investigations.
They use informal measurements to
 make and compare observations.
Students record and represent
observations and communicate ideas
in a variety of ways.

Knowledge (What are students expected to learn?) Skills (What are students expected to be able to do?)
Different text types have different structures and features to serve Inquiry skills
different purposes - Organise and process information
Difference between fact and opinion - Identify and clarify information
To describe people, places, animals and objects Interpret new terminology drawing on prior knowledge, analogies and
What an informative report is and its purpose and intended audience connections with known words
Work collaboratively on an information report
construct informative reports and compile that into a fact booklet

LEARNING OUTCOMES: What relevant goals will this unit of work address? Draw these out of the content descriptors and the achievement standards.
Students will be able to......
understand the difference between real and make-believe.
identify the difference between a fact and an opinion.
use facts to describe people, places, animals and objects.
identify and explore the structure of information reports.
identify and explore the language features of informative texts.
understand how descriptive and comparative language is used in informative texts.
jointly construct a simple information report about an animal.
construct a simple information report about an animal in pairs.
independently create an informative fact booklet about an animal.
UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Task description:

This English unit has been designed to introduce the informative genre to younger students; specifically, the purpose, structure and language features of
information reports. Therefore, by the end of this planned unit of work students will be expected to produce a variety of informative reports. There will be two
main assessments. The first will be completed in pairs and together the students will produce an information report. This assessment will be due at the end of
lesson 8. The second and main assessment will require the students to use their knowledge of informative writing to independently create a fact booklet for an
animal of their choice. This assessment piece will be due at the end of the unit of work.

Assessment Criteria: Students will be assessed on their paired information reports and independent animal booklets along the lines of:
structure
appropriate use of capital letters and full stops
use of descriptive language
use of topic specific vocabulary

Assessment recording template: The paired information reports will be assessed by students using the Two stars and a wish evaluation (See Appendix A). The
teacher will use a rubric to assess the paired information reports and independent fact booklets (See Appendix B). The rubric will set out the requirements each
student will need to address when creating their information reports and booklets.

Feedback: (What sort of feedback will students receive?)

The first paired assessment will also be peer-reviewed. Each pair will swap their information reports with another pair. After reading the report, each pair is to
provide two positive comments and one suggestion for improvement.
The second assessment, students will be given feedback in a similar manner, with the teacher providing feedback on what is good and something they can
improve in the rubric.
Ongoing feedback in the form of informal comments and conversation will be given throughout the entire unit.

Self-assessment: (How will students reect upon and self-assess their learning?)
Students will assess their learning from the peer evaluations and teachers comments. Children will also write in their learning journals to reflect on what they
have learnt. Children will also assess their own learning with a unit learning, self-evaluation checklist (See Appendix C).
UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

Learning Experiences Assessment For/As Learning Resources

(Formative Assessment)
1 Lesson One Separating Fact From Fiction Use strategic whole class and The Very Hungry
individual questioning Caterpillar by Eric
Tuning In Observation of student Carle
Write two sentences on the board; one which is factual and the other which is participation during learning Life of a Butterfly
imaginary e.g. Mrs Jones has blue eyes. Mrs Jones has x-ray vision. After activities video (Peekaboo
reading the sentences aloud, ask the students: Anecdotal notes (Appendix D) Kids, 2015).
Which of these sentences is make-believe (imaginary)? How do you know? Over-shoulder marking and Real or Make-Believe
Which of these sentences is real (factual)? How do you know? checking - Animal Picture
Is it possible to write an imaginary text and a factual text about the same Collect and review student Sorting Worksheet
topic? work samples (See Appendix E)

Teacher Instruction
Read the narrative text, The Very Hungry Caterpillar by Eric Carle, to the
class. Alternatively, watch a video animation of the text on YouTube. After
reading, ask the students:
What is the text about?
Is this a fiction text or a non-fiction text? How do you know?
Who would read this text and why?
During the discussion, explain to the students that imaginary texts tell
stories about make-believe events and are intended to entertain.
Watch the Life of a Butterfly video on YouTube. After watching, ask the
students:
What is the text about?
Is this a fiction text or a non-fiction text? How do you know?
Who would watch this video and why?
During the discussion, explain to the students that informative texts
provide facts about real things and are intended to inform.

Guided/Independent Learning
Draw a Venn Diagram on the board. As a class, complete the Venn Diagram by
comparing the imaginary text about caterpillars to the informative text about
caterpillars. Focus on things such as purpose, content and language features.
Provide the students with a copy of the Real or Make-Believe - Animal
Picture Sorting Worksheet. Monitor and support the students as they
 complete the activity.
Discuss the answers of the sorting activity as a class. Encourage the
students to share the strategies they used when classifying the animals as
either 'real' or 'make-believe'.

Wrapping Up
Play a game of 'Twenty Questions'. One student selects an animal. The class
must try and guess the identity of the secret animal, based only on factual
clues e.g. I have feathers. The student who guesses the secret animal chooses
the next animal.
2 Lesson 2: Fact or Opinion? KWL Chart (See Appendix F) Exploring
Use strategic whole class and Informative Texts
Tuning In individual questioning PowerPoint (See
Review the content of the previous lesson. Ask the students: Observation of student Appendix G)
How are fiction (imaginary) texts different from non-fiction (informative) participation during learning Fact or Opinion for
texts? activities Kids Video (Teaching
What is a fact? Anecdotal notes (Appendix D) without Frills, 2015).
Where might we be able to find facts about a particular topic? Over-shoulder marking and Facts and Opinions
Explain to the students that they are going pretend to be zoologists and checking Caterpillars
going to be learning how to write an informative report, using facts to Collect and review student Worksheet (See
describe a particular animal. Get the students to complete a KWL chart to as a work samples Appendix H).
diagnostic assessment to discover what they already understand about I Have, Who Has?
Informative Reports Fact and Opinion
Game (See Appendix
Teacher Instruction I)
Display and discuss slide 7 of the Exploring Informative Texts PowerPoint.
Ask the students to suggest some additional facts about each of the topics on
the slide.
The students may offer some opinions about the topics (or, if not, the
teacher may choose to offer some opinions). When this occurs, ask the
students:
Is that statement always true? Can it be proven? Or is it something you
think or feel?
Explain to the students that opinions are not the same as facts; therefore,
 opinions should not be included in informative texts.
Watch the Fact or Opinion for Kids video on YouTube. After watching, check
that the students understand the difference between the two concepts.

Guided/Independent Learning
Remind the students of the two texts about caterpillars from the previous
lesson. Provide the students with a copy of the Facts and Opinions -
Caterpillars worksheet. Monitor and support the students as they complete
the sorting activity.
Discuss the answers of the cut and paste activity as a class. Encourage the
students to share the strategies they used when classifying the facts and
opinions about caterpillars.

Wrapping Up
Play the I Have, Who Has? Fact and Opinion Game as a class. Provide each
student with a card. The student that has the sentence I am the starter begins
the game by standing up and reading their card. Once they have read their
clue, the student that has the matching fact or opinion on their card stands up
and reads what is on their card. The game continues until the last person
reads out I am the winner.

3 Lesson 3 Just the Facts! Use strategic whole class and Exploring
individual questioning Informative Texts
Tuning In Observation of student PowerPoint (See
Revise the content of the previous lesson. Ask the students: participation during learning Appendix G)
What is a fact? activities Facts About
What is an opinion? Anecdotal notes (Appendix D) Informative Texts
Which of these are you most likely to find in an informative text and why? Over-shoulder marking and Worksheet (See
checking Appendix J).
Teacher Instruction Collect and review student
Display and discuss slide 5 of the Exploring Informative Texts PowerPoint. work samples
Encourage the students to suggest some people, places, animals and objects
that an informative text could be written about.
 Discuss the types of informative texts, as outlined on slide 6. Encourage the
students to suggest other examples of informative texts.
Revisit the definition of a fact, as outlined on slide 7. As a class, think of
some additional facts to add to the fact files on slides 8-11.

Guided/Independent Learning
Display the fact file activity on slide 11. On an large piece of paper, or in
their workbooks, ask the students to draw a picture of the topic they have
chosen. Around the picture, encourage the students to write factual words or
phrases that could be included in an informative text about the topic.
Alternatively, the students could use the 'Facts About...' - Informative Texts
Worksheet.
Encourage the students to share their illustration and their list of facts
about their chosen topic with the rest of the class.

Wrapping Up
Ask the students to start collecting examples of informative texts e.g.
newspaper articles, brochures, posters. Dedicate a space in the classroom to
displaying the students' example texts and refer to these throughout the unit.

4 Lesson 4 Informative Texts Text Structure Use strategic whole class and Informational
individual questioning Writing for Kids
Tuning In Observation of student Video (Teaching
Watch the Informational Writing For Kids video on YouTube. After participation during learning without Frills, 2016).
watching, ask the students: activities Exploring
Why do people write informative texts? Anecdotal notes (Appendix D) Informative Texts
What does 'non-fiction' mean? Over-shoulder marking and PowerPoint (See
What text features might you find in an informative text? checking Appendix G)
Collect and review student Informative Text
Teacher Instruction work samples Structure - Sorting
Discuss the structure of information reports, as outlined on slide 12 of the Activity (Complete
Exploring Informative Texts PowerPoint. Ensure that the students understand Set) (See Appendix
the meaning of the word 'classification'. K)
 Display and discuss the first example text on slides 13-14, then encourage Goals - Writing
the students to label the second example text on slides 15-17. Highlight the (Lower) (See
factual content of the two texts, as well as the absence of any opinions. Appendix L).

Guided/Independent Learning
Display the information report structure activity on slide 18. Provide the
students with a sorting activity from the Informative Text Structure Sorting
Activity (Complete Set), or allow the students to
choose the animal that most interests them. Alternatively, place the students
into small groups and provide each group with a different animal.
Allow the students to work on the sorting activity in small groups or
individually. Monitor and support the students as required.
As a class, discuss the correct structure of each informative text used in the
sorting activity. Discuss any techniques used by the students to help them sort
the facts into the correct categories.

Wrapping Up
Select a range of goals for the unit from the Goals Writing (Lower) and
discuss these with the students. Allow the students to ask questions about
each goal and encourage them to suggest some simple success criteria for
each. Display these goals in an obvious place in the classroom for the duration
of the unit.

5 Lesson 5 - Informative Texts Language Features Use strategic whole class and Octonauts: Creature
individual questioning Report - Whale
Tuning In Observation of student Sharks video
Watch the Octonauts: Creature Report - Whale Sharks video on YouTube. participation during learning (Octonauts, 2015).
After watching, ask the students: activities Exploring
What type of words are used in the creature report? Anecdotal notes (Appendix D) Informative Texts
Why do you think Captain Barnacle uses these types of words? Over-shoulder marking and PowerPoint (See
If these words were removed from the report, what might be the effect of checking Appendix G)
this? Collect and review student
work samples
 Teacher Instruction
Discuss the language of informative texts, as outlined on slide 19 of the
Exploring Informative Texts PowerPoint. Rewatch the video from the tuning
in activity and ask the students to identify some examples of informative
language used in the clip (there are several examples to choose from).
As a class, identify the language of generalisation, the language of
description and the language of comparison in the text on slide 20. Display
and discuss the answers on slide 21.

Guided/Independent Learning
Display the informative language activity on slide 22. On a large piece of
paper, or in their workbooks, ask the students to draw a picture of the animal
they have chosen. Around the picture, encourage the students to write
descriptive and comparative words or phrases that could be included in an
informative text about the topic.
Encourage the students to share their illustration and their description of
their chosen animal with the rest of the class.

Wrapping Up
Choose one of the informative texts brought in by the students. Read the
text to the class and encourage the students to raise their hands when they
hear any examples of descriptive and comparative language.

6 Lesson 6 Using Descriptive and Comparative Language Use strategic whole class and Exploring
individual questioning Informative Texts
Tuning In Observation of student PowerPoint (See
Revise the content of the previous lesson by revisiting slide 19 of the participation during learning Appendix G)
Exploring Informative Texts PowerPoint. Encourage the students to suggest activities Creating an
examples of each language feature. Anecdotal notes (Appendix D) Imaginary Animal -
Over-shoulder marking and Descriptive Language
Teacher Instruction checking Activity (See
Ask the students to take out a blank piece of paper and a pencil. Explain Collect and review student Appendix M)
that they are going to listen to a description of an animal, then draw what they work samples
think the animal looks like.
 Read the following description slowly and clearly to the students: This
animal has a body. Its body is covered in fur. It has a tail. It has four legs and
four feet. It has two ears and eyes. It has a nose and whiskers.
Ask the students to hold up their drawings and compare the different
interpretations of the description e.g. body size, tail length, ear shape. Ask the
students:
Do all of your drawings look the same?
Why do you think they look so different?
What words might need to be added to the description to make it easier to
draw the animal?
Repeat the activity by reading the following description slowly and clearly
to the students: This animal has a tiny, egg-shaped body. It is smaller than a
rat. Its body is covered in short, soft fur. It has a long tail, about the same
length as a human's finger. It has four short legs and four tiny feet. It has two,
leaf-shaped ears and small eyes. It has a pink, pointed nose and long whiskers.
Again, ask the students to hold up their drawings for comparison. Ask the
students:
Do all of your drawings look more similar this time?
Why do you think this is?
What words in the second description make it easier to draw the animal?

Guided/Independent Learning
Provide the students with a copy of the Creating an Imaginary Animal -
Descriptive Language Activity. Read through the instructions as a class and
answer any questions the students may have. Monitor and support the
students as they complete the activity.

Wrapping Up
Encourage the students to share their imaginary animals with the rest of
the class. Make a word bank on the board of some of the descriptive and
comparative language used.
7 Lesson 7 Animal Information Report Modelled Writing Use strategic whole class and Informative Texts -
individual questioning Scaffold Planning
Tuning In Observation of student Sheets (See Appendix
 Revise the content of the unit so far. Remind the students that informative participation during learning N)
texts contain facts about a particular topic, follow a specific structure and activities Amazing Animals -
have specific language features. Anecdotal notes (Appendix D) Gorillas video
Explain to the students that they are now going to write an information Over-shoulder marking and (National Geographic
report about an animal as a class, based on facts gathered from an informative checking Kids, 2016).
video clip. Collect and review student Simple Informative
work samples Texts - Writing
Teacher Instruction Scaffold (See
Project the Fact File - Animals from the Informative Texts - Scaffold Appendix O)
Planning Sheets on the board. Read the four subheadings (classification, size
and appearance, habitat and lifestyle, diet and eating habits). Explain to the
students that, as they watch the video clip, they must watch and listen for
information and key words for each of these categories.
Watch the Amazing Animals - Gorillas video on YouTube. For the first
viewing, allow the students to watch the video without writing anything
down. After watching, see if the students have remembered any key facts to
add to the class planning sheet.
Rewatch the video. Allow the students to write words and draw pictures of
any key information on a blank piece of paper. After watching, encourage the
students to share their notes with the class so they may be added to the class
planning sheet.
If necessary, watch the video a third time. Pause the clip at pertinent points
so that additional facts may be added to the class planning sheet.

Guided/Independent Learning
Project a copy of the Simple Informative Texts - Writing Scaffold on the
board. Using the facts from the planning sheet, jointly construct a simple
information report with the students. Model how to write an appropriate title,
classification, supporting facts and concluding sentence. Encourage the
students to suggest appropriate language features, such as descriptive and
comparative vocabulary.
Once completed, ask a confident reader to read the completed text to the
class. Encourage the students to make any further suggestions to improve the
quality of the paragraph.
 Wrapping Up
Ask the class quiz questions about gorillas, where the students must refer
to the jointly constructed text to find the answers.
8 Lesson 8 Animal Information Report Shared Writing Use strategic whole class and Informative Texts -
individual questioning Scaffold Planning
Tuning In Observation of student Sheets (Appendix N)
Remind the class of the information report they wrote together in the participation during learning Amazing Animals -
previous lesson. Explain to the students that they are now going to write an activities Giant Pacific Octopus
information report about a different animal in pairs, based on facts gathered Anecdotal notes (Appendix D) video (National
from an informative video clip. Over-shoulder marking and Geograhic Kids,
checking 2015).
Teacher Instruction Collect and review student Simple Informative
Provide the students with a copy of the Fact File - Animals from the work samples Texts - Writing
Informative Texts - Scaffold Planning Sheets. Remind the students of the four Scaffold (Appendix
subheadings (classification, size and appearance, habitat and lifestyle, diet and O)
eating habits). Explain to the students that, as they watch the video clip, they
must watch and listen for information and key words for each of these
categories.
Watch the Amazing Animals - Giant Pacific Octopus video on YouTube. For
the first viewing, allow the students to watch the video without writing
anything down.
Rewatch the video. Allow the students to add words and pictures of any key
information to their planning sheet. After watching, encourage the students to
share their facts with each other and to record any facts they may have missed
on their planning sheet.
If necessary, watch the video a third time. Pause the clip at pertinent points
so that the students may add any additional facts to their planning sheet.

Guided/Independent Learning
Place the students into writing pairs and provide each pair with an
enlarged copy of the Simple Informative Texts - Writing Scaffold. Using the
facts from their planning sheet, allow the students to work in their pairs to
construct a simple information report about the giant octopus. Monitor and
 support the students as required.
Teachers may wish to set a time limit for writing, or they may allow the
students to take as much time as they need to complete the task. Ensure that
the students know exactly how much time they have and provide regular
reminders of how much time is remaining.

Wrapping Up
Once the students have finished writing their information reports,
encourage them to proofread and edit their work e.g for spelling and sentence
punctuation.
Allow each pair to swap their information reports with another pair. After
reading the text, each pair is to provide one positive comment and one
suggestion for improvement.
9 Lesson 9 Animal Fact Book Independent Writing Use strategic whole class and Informative Writing -
individual questioning Animal Research
Tuning In Observation of student Task (See Appendix
Explain to the students that they are going to use their knowledge of participation during learning P)
informative writing to become zoologists and independently create a fact activities
booklet for an animal. Anecdotal notes (Appendix D)
Allow students to choose an animal which most interests them. Over-shoulder marking and
checking
Teacher Instruction Collect and review student
Project the Informative Writing - Animal Research Task on the board and work samples
read through the booklet as a class. Explain to the students that they will be
using the booklet to present facts about their animal.
Discuss possible sources the students could use to find information about
the animal e.g. video clips, library books, websites. Alternatively, provide the
students with fact sheets about their chosen animal. Reliable, child-friendly
information can be accessed at the following websites:
Perth Zoo
Durrell Wildlife Conservation Trust
A-Z Animals

Guided/Independent Learning
 Monitor and support the students as they research their animals and
complete their booklets.
Teachers may wish to set a time limit for the task, or they may allow
students to take as much time as they need. Ensure that the students know
exactly how much time they have and provide regular reminders of how much
time is remaining.

Wrapping Up
Check on how the students are progressing with their booklets. The speed
at which the students will finish the task will vary. If necessary, provide the
students with an additional lesson.
Once the students have finished their fact booklets, encourage them to
carefully proofread and edit their work.
Students are to present their booklets to the class before collecting. The
booklets will be formally assessed to check the students' understanding of the
unit objectives.