Informative Writing: Purpose

Overview

This is Lesson 1 of an eight-lesson informative writing unit for Years 4–5. Students identify the purpose and features of informative texts, then plan a short text about a familiar topic. The lesson establishes the foundation for later lessons on structure, research, precise vocabulary, paragraphing, drafting, revising, and publishing.

Learning intentions

• We are learning to identify the purpose of informative writing.
• We are learning to recognise features that help a reader understand information.
• We are learning to select a suitable topic and audience.
• We are learning to organise initial ideas for an informative text.

Success criteria

• I can explain that informative writing gives a reader clear and useful information.
• I can identify facts, definitions, examples, headings, and topic sentences.
• I can choose a focused topic and name my intended audience.
• I can record at least three relevant ideas about my topic.

Curriculum links

• English — writing to inform: introducing a topic and organising ideas logically.
• English — writing to inform: selecting relevant facts, definitions, and examples.
• English — writing to inform: using precise language and topic-specific vocabulary.
• English — oral language and literacy practices: discussing ideas, responding to texts, and explaining choices.

Lesson structure (45 minutes)

1. 0–5 min · Hook: What is the writer’s job? Teacher displays two short texts about sharks: one factual paragraph and one imaginative description, using the opening comparison slides. Students read both with a partner and decide which text is designed to inform, giving one reason.

2. 5–12 min · Build the concept. Teacher introduces informative writing as writing that teaches a reader about a topic, and revisits the difference between inform, persuade, and entertain with the Author Purpose Anchor Chart. Students suggest places where they might read informative texts, such as books, websites, magazines, signs, or reports.

3. 12–20 min · Notice the features. Teacher models a short text about tuatara on the model text and feature slides, thinking aloud while identifying the title, introduction, heading, topic sentence, facts, definition, example, and topic-specific words. Students underline or point to each feature on the displayed text and explain how it helps the reader.

4. 20–27 min · Collaborative text sort. Teacher places students in six groups of four and gives each group mixed sentences from a short informative text, with instructions shown on the group activity slides. Students arrange the sentences into a sensible order, identify which sentence introduces the topic, and discuss where a heading or definition could be added. Groups briefly share one choice and their reasoning.

5. 27–38 min · Topic and audience planning. Teacher distributes the informative writing topic planner and models choosing a focused topic rather than a broad one, for example changing “animals” to “how kiwi chicks are protected”. Students choose a familiar topic, name their audience, write a possible title, and record at least three relevant facts or ideas. Encourage topics such as a native animal, a sport, a local place, a hobby, a school activity, or a science topic already studied.

6. 38–45 min · Share and exit check. Teacher invites several students to read their topic and audience, then returns to the review and exit-question slides. Students complete the final questions on the worksheet: “My text will inform readers about…” and “One feature I will use is…”. Collect worksheets to identify who is ready to move on and who needs support with choosing a focused topic.

Resources

• the informative writing introduction deck
• the informative writing topic planner
• the Author Purpose Anchor Chart
• Prepared mixed sentence strips for six groups
• Whiteboard and markers
• Pencils and highlighters
• A short model text about tuatara
• Topic picture prompts, if needed

Assessment

• Listen for students’ explanations during the hook and purpose discussion; check whether they can distinguish informing from entertaining or persuading.
• During the sentence sort, question groups about sequencing, introductions, and how facts support the topic.
• Use the completed planner and exit questions to check that each student has a focused topic, a clear audience, and relevant starting ideas.

Differentiation

• Support students by offering a choice of picture-supported topics, a bank of familiar topic words, and sentence starters such as “My text will teach readers about…” and “One important fact is…”.
• Provide the model text in a large-print version and read it aloud while students follow. Pair students strategically and allow oral rehearsal before writing.
• For multilingual learners, pre-teach key words such as topic, audience, fact, definition, example, and heading; invite students to discuss ideas in their strongest language before recording them in English.
• Extend confident writers by asking them to identify which information their audience will need first and to add a possible definition or example to their plan.