Brainstorming Information Topics

Overview

This is lesson 3 of 10 in Informative Writing Adventures. Students generate topics they know or care about, then organise related ideas in a simple mind map so they can choose a clear topic to inform readers about.

Learning intentions

• WALT generate topics that teach readers about something.
• WALT use a mind map to organise related ideas.
• WALT choose a focused topic that matches our purpose and audience.
• WALT work towards a specific writing goal.

Success criteria

• I can think of at least three topics I know about or want to investigate.
• I can add related ideas around one central topic.
• I can choose a topic that is clear and manageable.
• I can explain what I want my reader to learn.

Curriculum links

• English — Writing to inform: numbered steps and organised ideas help readers understand information.
• English — Writing Processes: Planning: identifying and working towards a specific writing goal.
• English — Writing Processes: Planning practices: choosing a focused writing goal.
• English — Writing Processes: Planning: using a simple organiser to plan and structure ideas.

Lesson structure (45 minutes)

1. 0–5 min · Reconnect and hook. Open with the question and picture hook and ask, “What could you teach someone who knows less than you?” Students briefly share something they know how to do, enjoy, or have noticed. Remind students that informative writing gives facts or explanations rather than opinions.

2. 5–12 min · Model topic choices. Use the topic examples and think-aloud to model moving from a broad idea to a focused topic: “Animals” becomes “How to care for a pet rabbit” or “What penguins eat”. Think aloud: “I know something about this, I am interested in it, and I can give my reader useful information.” Students help sort example topics into “focused enough” and “needs narrowing”.

3. 12–18 min · Topic brainstorm. Display the three prompts from the brainstorm slide: “Something I know”, “Something I enjoy”, and “Something I want to find out”. Students turn and talk, then each student records or draws three possible topics on the topic brainstorm and mind-map worksheet. Invite ideas such as caring for a pet, making toast, a favourite sport, native birds, playground games, waka, gardening, or keeping safe near water.

4. 18–28 min · Demonstrate a mind map. Model a large mind map on the board using “How to grow strawberries”. Write the topic in the centre and add branches such as equipment, steps, care, and interesting facts. Use arrows, quick sketches, and key words rather than full sentences. Refer to the mind-map model and prompts. Students suggest ideas and explain which branch each idea belongs to.

5. 28–39 min · Independent planning conference. Students choose one topic and complete the mind map on the topic brainstorm and mind-map worksheet. Encourage them to add at least four related ideas, using words or labelled drawings. Confer with each student: “Who is your reader?” “What will you help them understand?” “Is your topic small enough?” Students may share their map with a partner and add one useful idea.

6. 39–45 min · Share, goal, and exit check. Use the sharing and reflection slide. Students share their central topic and one branch with a partner, then complete the sentence, “My writing goal is to teach my reader about…”. Select two students to share strong, focused examples. Collect worksheets to check readiness for the next lesson.

Resources

• the complete brainstorming and mind-map slide deck
• the topic brainstorm and mind-map worksheet
• Whiteboard and markers
• Pencils, erasers, and colouring pencils
• Timer
• Optional topic picture cards or real objects for discussion
• Teacher conference notes

Assessment

• Listen during partner talk and check whether students suggest informative topics rather than only preferences or opinions.
• During conferencing, check that each mind map has a clear central topic and at least four related ideas.
• Review the final writing goal and identify students needing help to narrow a topic before the next lesson.

Differentiation

• Support students by offering oral rehearsal, picture prompts, a choice of familiar topics, and sentence frames: “I can teach my reader about…” and “One thing to know is…”.
• Scribe a student’s spoken ideas, allow labelled drawings, and accept key words before expecting full sentences. Provide a dyslexia-friendly worksheet with a clear sans-serif font, large spacing, uncluttered boxes, and no unnecessary copying.
• Work with students needing additional support in a teacher-led group. Give one topic at a time and ask questions such as “What does it look like?”, “What does it do?”, and “What do we need?”
• Challenge advanced learners to narrow their topic further for a particular audience and add branches labelled “steps”, “reasons”, “facts”, or “tips”. They can write two possible titles and explain which is clearest.

Extension

• Students turn their mind map into three numbered steps or three information headings, ready for the next lesson.
• Students create a second, smaller mind map showing what a younger child would need to know about the same topic.