Final report wrap-up

Overview

Students complete their Endangered Animals Expedition informative reports by correcting key meaning and sentence errors, then adding a suitable image. They rehearse a short presentation so they can share their final work with confidence.

Learning intentions

• Students will use comprehension strategies (monitoring and questioning) to check their report makes sense and includes important information.
• Students will predict and confirm missing words or details that fit the topic of endangered animals.
• Students will edit their writing by changing words and sentences to improve clarity and correctness.
• Students will add an image that matches the information and supports the reader.
• Students will prepare to present their report using a simple, ordered structure.

Success criteria

• I can check my report and fix parts that do not make sense.
• I can correct some simple grammar and punctuation (full stops, capital letters, simple sentences).
• I can make my information clearer by replacing or adding key words.
• I can add an image and explain what it shows in my presentation.

Curriculum links

• AC9E2LY05: Use comprehension strategies such as monitoring and questioning to build literal and inferred meaning.
• AC9E2LY06: Create and edit short informative texts with appropriate structure, topic-specific vocabulary, simple punctuation, and sentence accuracy.
• AC9E2LY04: Monitor meaning while reading (re-reading and self-correcting) during editing.
• AC9E2LY07: Rehearse and deliver short presentations using an ordered structure and topic-specific vocabulary.

Lesson structure (30 minutes)

1. 0–3 min · Warm-up: “Does it make sense?”

• Teacher reads a short model sentence from an endangered animal report with one obvious mistake (e.g., wrong order or missing detail).
• Students give a quick thumbs up/down and one reason (teacher prompts: “What doesn’t make sense?”).

2. 3–10 min · Guided editing (teacher small group first)

• Teacher meets the lowest-ability group at a table with a checklist and sentence strips; the rest work independently on their own editing task.
• Students re-read their report aloud (or whisper-read) and use the checklist to mark what to fix: “Does it tell the main idea?”, “Do my sentences end with a full stop?”, “Does each sentence match my animal topic?”

3. 10–17 min · Correction and improvement

• Teacher models one editing move: replacing a vague word with a topic-specific word (e.g., “animal” → “tiger”, “food” → “prey”) and adding a missing detail using a sentence starter.
• Students improve their own writing using provided sentence starters and word bank (endangered, habitat, danger, protects, lives, eats, grows). They make at least two changes: one meaning fix and one sentence/punctuation fix.

4. 17–23 min · Add image with meaning

• Teacher shows examples of a suitable image for an endangered animal and discusses how the image should match the facts in the report.
• Students add their chosen image and write a short caption (e.g., “This is the habitat of the …” or “This shows …”), then check the caption matches their writing.

5. 23–28 min · Mini-rehearsal for presentation

• Teacher leads a simple “3-part” speaking structure: 1) My animal, 2) Where it lives, 3) Why it is endangered (or How we can help).
• Students practise in pairs or small groups, using cue cards; teacher circulates and listens for order and clear topic words.

6. 28–30 min · Exit check

• Teacher collects a quick visual check: report complete + at least one image + two edits done.
• Students answer one prompt orally or in one sentence: “One thing I corrected was…” (teacher records notes for feedback).

Resources

• Student report drafts (one per student)
• Editing checklist cards (simple icons for full stop, capital letter, topic word, main idea)
• Sentence starters and word bank for endangered animals
• Sentence strips (to swap/replace words and reorder if needed)
• Printed images (or access to a classroom device/camera) and glue/tape
• Caption template (1–2 lines)
• Cue cards for the 3-part presentation structure
• Timer and visual schedule

Assessment

• Teacher observation during re-reading: can students identify what to fix using monitoring and questioning?
• Checklist review: evidence of editing (at least two changes) and correct simple punctuation.
• Exit prompt: a quick statement about one correction made (checks monitoring and comprehension).
• Optional: teacher notes on presentation readiness (order and topic vocabulary).

Differentiation

• Provide sentence starters for all students, with colour-coded categories: Animal (1), Habitat (2), Danger/Help (3).
• Offer a “minimum success” version of the checklist for low-ability learners (e.g., only punctuation + one topic detail) and a “stretch” checklist for others (e.g., add one linking word like because/so).
• Use a small-group approach: teacher works with the lowest-ability students first; others complete independent edits using a visual checklist.
• For students with EAL or additional needs: allow pointing/choosing from word banks and partner reading; accept oral responses transcribed by a teacher or support staff if required by the individual plan.
• For extension within the lesson: students add one extra informative sentence or improve one noun group (e.g., “small brown bird” rather than “bird”).