Animal Text Comparisons

Overview

Students explore how two texts about the same animal (one narrative, one informative) are written for different purposes. In pairs, they compare features of style and discuss how each text helps the reader.

Learning intentions

• Students will identify differences between narrative and informative texts.
• Students will use sentence starters to describe how word choices and text features match a purpose.
• Students will compare two short animal texts and share ideas respectfully in pairs.
• Students will record one or two findings using simple, clear writing.

Success criteria

• I can tell you whether a text is mainly telling a story or mainly giving information.
• I can point to at least two features (such as characters, events, headings, facts, diagrams) and explain what they do.
• I can use a sentence starter to compare: “In the narrative…, but in the informative…”.
• I can write 1–2 clear sentences about what is different and why.

Curriculum links

• Reading and viewing: recognise how text structures and language features shape meaning and purpose.
• Writing: plan and write simple sentences that match the purpose (inform/explain vs entertain/story).
• Speaking and listening: participate in partner discussions and use appropriate language to share ideas.
• Literacy practices: use comprehension strategies to make meaning from text.

Lesson structure (45 minutes)

1. 5 min – Warm-up: “Story or Facts?” Show two very short sentences on the board (or one-slide card set): one sounds like a story event, the other sounds like a fact. Students do a quick hand signal to classify. Teacher briefly asks: “What clues helped you?”

2. 7 min – Whole-class mini lesson: What’s different? Introduce a simple compare chart titled: “Narrative / Informative”. Model two examples: narrative includes characters and events; informative includes facts and may use headings, labels, or diagrams. Keep it age-appropriate and use animal examples familiar to Year 2–3.

3. 10 min – Pair reading: two texts (same animal) In pairs, students receive two short texts: a narrative and an informative text about the same animal (e.g., penguin, koala, crocodile—teacher chooses). Students take turns reading aloud or reading silently with a finger-walk. Teacher circulates and prompts: “What do you think this text is trying to do?”

4. 8 min – Find and mark evidence Students use a simple evidence sheet with two columns: “Narrative features” and “Informative features”. They record at least two clues total across both texts, using pictures or keywords if needed (e.g., “characters”, “what happened”, “facts”, “heading”, “diagram”, “labels”).

5. 10 min – Compare talk: sentence starters Students discuss using provided stems:

• “In the narrative, …”
• “In the informative text, …”
• “This helps the reader because …”
• “They are different because …” Each student contributes at least one comparison. Teacher listens for correct reasoning about purpose.

6. 4 min – Quick written share-out Students write 1–2 sentences on the back of the evidence sheet: “The narrative is mainly to ___, and the informative is mainly to ___.” They add one additional sentence beginning with “In particular…”

7. 1 min – Exit check Students choose one sticky note to place under “Narrative” or “Informative” that best matches a teacher-read clue. This checks understanding before the next lesson.

Resources

• Two short texts about the same animal: one narrative (story) and one informative (facts) suitable for Year 2–3
• Pair compare evidence sheet with two columns
• Sentence starter card set for comparison talk
• Coloured pencils or markers (one colour for narrative evidence, one for informative evidence)
• Simple compare chart on board with “Narrative” and “Informative” headings
• Board/slide prompt: “Story or Facts?” example sentences
• Sticky notes for exit check
• Timer (visual) for pair tasks
• Teacher observation checklist (quick notes on participation and accuracy)

Assessment

• Teacher observation during partner discussion: correct identification of narrative/informative purpose and features.
• Evidence sheet: at least two accurate clues recorded and one comparison reason.
• Short written sentences: clear, age-appropriate explanation of difference and purpose.

Differentiation

• Support: provide audio support (teacher reads one text aloud), sentence starters with word banks (facts, events, characters, headings), and allow drawing alongside writing.
• Support (SEN): reduce required writing to one sentence; offer a cloze frame (“The narrative helps us by ___; the informative helps us by ___.”).
• Extension: ask students to add an extra comparison (“Which text includes a diagram and why?”) or to propose a title for each text.
• EAL: allow first-draft oral responses, using the same sentence starters; provide key words on a visual chart; clarify terms like “facts”, “events”, “heading”, and “diagram” with student-friendly examples.