Animal Facts Language

Overview

In this lesson, students explore how information texts use factual language, present tense, technical vocabulary, and connecting words. They practise spotting these features in short examples and improve their own animal fact sentences.

Learning intentions

• Students will recognise language features common in information texts.
• Students will use factual, present-tense wording to write animal fact sentences.
• Students will use technical vocabulary for animal body parts and habitats.
• Students will use connecting words (for example, because, and, but, also) to join ideas.

Success criteria

• I can identify factual words and phrases in an animal information text.
• I can write a sentence using present tense (for example, lives, eats, has).
• I can use at least two technical vocabulary words correctly in my writing.
• I can add a connecting word to join ideas and make my sentence clearer.

Curriculum links

• English: create texts that use appropriate language features for their purpose (information texts).
• English: use comprehension strategies to interpret and discuss ideas and information in texts.
• English: expand vocabulary, including topic-specific (technical) words.
• English: use grammar and punctuation appropriate for sentence-level writing (including tense and simple punctuation).

Lesson structure (45 minutes)

1. 5 minutes — Warm-up: “Fact or Not?” Show 4 quick statements about animals on slides or cards. Students hold up a mini signal (Fact / Not a fact). Briefly discuss why some statements are not factual (for example, guesses or feelings).

2. 7 minutes — Explicit teaching: What language features do we see? Display a short animal information paragraph (3–4 sentences) with clear language features. Teacher highlights:

• Factual language (for example, It has… It can… It lives…).
• Present tense verbs (for example, lives, eats, has).
• Technical vocabulary (for example, fur, scales, habitat, beak, claws).
• Connecting words (for example, because, also, and). Teacher models thinking aloud: “I can tell it is information because it uses present tense and factual words.”

3. 8 minutes — Features hunt: Example vs non-example Provide two short texts on the board: one is an information text; the other is a “non-example” with mixed-up language (for example, made-up guesses, past tense, missing technical words, no connecting words). In pairs, students point to features: factual sentence, present tense verb, technical word, connecting word. Teacher circulates and prompts with sentence stems: “I notice…”, “This is factual because…”.

4. 10 minutes — Guided practice: Build a “Fact Sentence” On a shared chart, show a template:

• “A ____ lives in the ____. It has ____. It ____.” Add an optional connecting-word slot: “It has ____ because ____.” Teacher provides a word bank (animal, habitat, body part, action, connecting words). Students choose one set, then the teacher and students compose one strong sentence together. Focus on present tense and accurate technical vocabulary.

5. 10 minutes — Independent writing: Two improved sentences Students write two sentences about an animal from the unit. Requirements:

• At least one present-tense verb.
• At least two technical vocabulary words across the two sentences.
• At least one connecting word in one sentence. Teacher provides a checklist card with visuals (tense/present tense, technical words, connecting word).

6. 3 minutes — Share: Read and identify Invite 2–3 students to read their sentences. Class identifies one feature they hear (for example, “I heard a present-tense verb” or “I heard a technical word”).

7. 2 minutes — Exit ticket: Feature finger Students complete a one-sentence exit prompt: “It lives in… It has…”. Teacher asks them to circle (or point to) the technical word and underline the present tense verb, then collect.

Resources

• Slide or card set: “Fact or Not?” statements (animal-related, age appropriate)
• Short example information text (3–4 sentences) and a short non-example text
• Highlighting colour markers or digital highlighting pens
• Technical vocabulary word bank (habitat, body parts, movement, diet)
• Sentence template and connecting-word bank (for example, and, also, because)
• Student writing paper or mini books (lined)
• Feature checklist card with simple icons
• Exit ticket slips with one writing line and quick prompts

Assessment

• Observation checklist during the features hunt: students identify factual language and present tense correctly.
• Collected writing: check for present-tense verbs, accurate technical vocabulary use, and connecting words.
• Exit ticket review: confirm each student can underline the present tense verb and mark a technical word.

Differentiation

• Support: Provide sentence starters with the present tense verb already chosen (for example, “It lives in… It has…”). Offer a smaller word bank with 6–8 technical words and one connecting word option.
• Support: Pre-teach 3 key technical words for the chosen animal (body part, habitat, food) using real images or simple diagram cards.
• Extension: Add a “because” clause challenge: students write a reason sentence using because (for example, “It has claws because it climbs trees.”).
• EAL/SEN: Allow oral rehearsal using picture cues before writing. Provide a model sentence strip and a peer buddy for confirmation of technical vocabulary and tense. Use consistent sentence structure to reduce cognitive load.