Animal Facts Final

Overview

Today students will finalise their animal information texts by using feedback, checking spelling and punctuation, and confirming that key text features are included accurately.

Learning intentions

• Students will incorporate teacher and peer feedback to improve their information texts.
• Students will check that their writing includes clear information and appropriate text features (title, headings, diagrams/captions, and topic sentences).
• Students will revise and edit for capital letters, full stops, and high-frequency words.
• Students will share their finished draft respectfully and confidently.

Success criteria

• I can revise my text using feedback and explain one change I made.
• I can include the correct animal topic throughout my text and keep paragraphs or sections organised.
• I can use capital letters and full stops correctly in my sentences.
• I can accurately add a diagram or picture with a caption/label that matches my writing.

Curriculum links

• English: creating texts by planning, drafting, editing and publishing spoken, written and multimodal texts for a familiar audience.
• English: using language features (including punctuation, sentence boundaries, and spelling) appropriate to purpose and audience.
• English: reading and viewing to find information and verify details for accuracy.
• Literacy: building control of spelling and sentence punctuation for meaning.

Lesson structure (45 minutes)

1. 5 mins — Warm-up: “Feedback check”

• Teacher models a simple checklist on the board: title, clear topic, key facts, labels/caption, and punctuation (capital + full stop).
• Students quickly thumbs-up/down to show whether their text matches each item (no correcting yet—just awareness).

2. 10 mins — Revisit feedback and choose next steps

• Students get their drafts and any feedback notes (teacher comments and one peer comment if available).
• Students highlight or mark one “fix” and one “add” they will complete today (for example: add a missing feature, improve a sentence, fix a spelling for a known word).

3. 15 mins — Final drafting: write and insert features

• Students work independently at their desk to complete their final information text.
• Teacher circulates with a focused support conversation: “What fact is this sentence giving the reader?” and “Does your diagram match what you wrote?”
• Students add or rewrite a heading/title, strengthen topic sentences (or first sentence of each section), and ensure each fact sentence stays on the animal topic.

4. 10 mins — Editing: punctuation and spelling check

• Students do a guided edit using a class “spot the basics” routine:
• Read aloud sentence by sentence.
• Check for capital letters at the start.
• Add full stops where sentences end.
• Circle one or two words they are unsure about and correct using a word bank or classroom spelling supports.
• Teacher selects a few common errors to address briefly (e.g., missing full stops, lower-case “i”, or inconsistent spelling of the animal name).

5. 3 mins — Partner read: “Does it make sense?”

• Students swap with a partner and complete one quick sentence stem: “Your text clearly explains… because…”
• Partner points to one place that includes a feature well (title, heading, labels/caption, or clear fact sentence).

6. 2 mins — Pack-up and reflection

• Students record a final reflection in one or two words: “I improved…” and place their draft into the “Final Text” folder.
• Teacher collects and prepares for the next lesson where final publishing or presentation occurs.

Resources

• Students’ drafts from Lesson 28 (and feedback notes).
• Class checklist poster for information texts (title, topic, headings or sections, diagram/label/caption, full stops, capital letters).
• Student word bank (animal names, key nouns and verbs, high-frequency words).
• Simple editing symbols or checklist card (capital, full stop, reread).
• Coloured pencils for headings/labels and diagram/caption work.
• A diagram template or blank label strips (optional) for accuracy.
• Peer feedback sentence stems on a card.
• Timer for each work phase and a model paragraph/feature exemplar on the board.

Assessment

• Formative: teacher observations during drafting and editing (focus on use of text features and sentence punctuation).
• Product: final draft shows incorporation of feedback and accurate alignment between facts and diagram/labels/caption.
• Peer: brief response to the partner read (“Your text clearly explains…”).

Differentiation

• Support
• Provide a sentence starter bank (e.g., “The animal’s name is…”, “It lives in…”, “It eats…”, “It has…”) and a reduced number of choices for edits (choose one fix, one add).
• Offer small-group editing with teacher focusing on capitals and full stops first.
• Provide a pre-made heading/feature plan card so students only add matching facts.
• Extension
• Encourage students to add one extra accurate detail or a comparison sentence (e.g., “Unlike…, this animal…”), if they finish early.
• Challenge accuracy by asking: “Where did you get this fact? Is it shown in your diagram/labels?”
• EAL learners
• Use visuals (picture prompts) for each fact category and allow oral rehearsal before writing.
• Provide a bilingual word bank where possible and accept first-draft content changes that maintain meaning while editing for key punctuation.
• SEN/learning difficulties
• Break editing into one targeted goal (e.g., full stops only) and allow assistive support for spelling (word bank + teacher check).
• Use shorter text expectations: fewer sentences with correct features and accurate facts.