Endangered Info Structure

Overview

In this lesson, students learn how information reports are organised using headings, subheadings and bullet points. They build on earlier work in the unit by naming facts about an endangered animal and sorting them into a simple structure for writing.

Learning intentions

Students will:

• identify typical features of an information report (title, headings, bullet points) and explain how they help readers
• recognise that different text types organise information differently
• plan and write a short information report section using an appropriate structure and purpose
• use simple punctuation and sentence structure to communicate clear factual information

Success criteria

Students can:

• tell you what a heading does in an information report
• group facts under the correct heading and use bullet points to list information
• write 3–5 factual sentences or short fact phrases that match the topic
• reread and make simple edits (capital letters and full stops)

Curriculum links

• AC9E2LA03: identify how texts across the curriculum are organised differently and use language features depending on purposes
• AC9E2LY06: create and edit short informative texts using text structure appropriate to purpose, simple punctuation, and sentence structures
• AC9E2LY05: use comprehension strategies such as summarising and questioning to build literal meaning from an informative text
• AC9E2LY01: identify how similar topics and information are presented in different types of texts

Lesson structure (30 minutes)

1. 0–3 min · Start routine + purpose Teacher shows a prepared mini information report about an endangered animal and points to the title and headings; students quickly share what they notice. Students listen and point to “where the facts are” (title, headings, bullet points).

2. 3–10 min · Direct teaching: structure features Teacher models and labels a simple structure: Title → Heading (e.g., Habitat) → Subheading (optional, e.g., Where they live) → Bullet points (fact lists). Students complete “Heading Hunt” on the model: circle the heading, underline one bullet point, and say one word for the purpose (e.g., “helps” / “organises”).

3. 10–18 min · Guided practice: sort facts into headings Teacher gives 8–10 fact cards (teacher reads if needed) and a two-heading template: “What it is” and “How it survives”. Students work in pairs (7 students total: 3 pairs + 1 trio) to match each fact to a heading; teacher checks and corrects quickly, asking “Does this fact belong here?”

4. 18–25 min · Write: create a structured mini section Teacher provides a “Write Now” sheet with sentence starters and a bullet list box under each heading; students write 3–4 facts as bullet points and add 1–2 simple sentences using the frame. Students write their section using their sorted cards; teacher circulates for support with spelling and punctuation.

5. 25–30 min · Quick edit + share Teacher models a “2-step edit”: check capital letter at start and full stop, then read aloud to ensure it makes sense. Students do a partner read (or teacher read if needed) and share one heading and one bullet fact.

Resources

• Teacher sample: short information report (printed) with clear title, headings, bullet points
• Fact cards (8–10) about an endangered animal studied in the unit
• Headings template: “What it is” and “How it survives” (with optional subheading)
• Student “Write Now” sheet with bullet boxes and sentence starter strips
• Pencils, coloured pencils or highlighters (for heading hunt)
• Sentence starter strip (e.g., “It is a…”, “It lives in…”, “It eats…”, “It needs…”)
• Timer for each step
• Optional: word bank (animal, habitat, food, danger, size—simple words only)

Assessment

• During Heading Hunt: teacher listens for correct identification of headings and bullet points
• During fact sorting: teacher checks that students can place facts under the correct heading
• During writing: teacher uses a quick checklist (heading present, 2+ bullet points, capital letter + full stop, topic matched)
• Informal exit question: “What does a heading do for the reader?” (1 short answer from each student)

Differentiation

• For low reading/writing students: provide pre-cut templates and sentence starters; allow speaking facts first, then teacher or scribe support for writing one sentence while student writes bullets
• For EAL learners: use picture support for each fact card and limit to one animal; provide a simplified word bank with repeated vocabulary
• For SEN support: use fewer fact cards (5–6) and two headings only; keep line length short and use same template each lesson
• Extension: students add one subheading and one additional bullet fact (e.g., “Threats”) if ready; ask “Why do we use bullets here?”