Planning Information Texts

Overview

Lesson 3 of 6 in Informative Paragraphs in Practice. Students plan a coherent multi-paragraph information text for a real audience, using an engaging introduction, logically ordered sections, relevant details and purposeful transitions.

Learning intentions

• WALT plan an informative text for a clear purpose and audience.
• WALT organise ideas into two to four logical sections.
• WALT introduce a topic and preview what the text will explain.
• WALT plan linking ideas between paragraphs and sections.
• WALT use information respectfully, including appropriate attribution.

Success criteria

• I can state my text’s purpose and intended audience.
• I can introduce and preview my topic.
• I can plan two to four logically ordered sections.
• I can list relevant details and examples, and suggest transitions between sections.

Curriculum links

• Creating texts: planning and shaping writing for a particular purpose, audience and context.
• Text structure: organising ideas into paragraphs and sections that support meaning.
• Language features: selecting precise vocabulary, cohesive devices and linking words.
• Critical literacy and citizenship: selecting, acknowledging and using information respectfully, including mātauranga Māori and pūrākau.

Lesson structure (60 minutes)

1. 0–7 minutes – Hook and retrieval Open with the hook and learning intention slides. Display three possible audiences for the same topic—for example, a school website, a younger class and a community information sheet. Students briefly discuss: “How would the information, tone and structure change for each audience?” Share the WALT and success criteria.

2. 7–19 minutes – Teacher modelling Use the model text planning slides to model planning an information text about The Life of a New Zealand Wetland. Think aloud while identifying the purpose and audience, then create an engaging introduction and preview three sections: “Why wetlands matter”, “Plants and animals”, and “How people can protect them”. Show the purpose of each body paragraph, possible details and an ending that reinforces the main message.

3. 19–30 minutes – Guided practice With the class, turn the broad topic Aotearoa’s volcanic landscapes into three manageable headings. Prompt students to test whether each heading is clear, non-overlapping and suitable for the intended audience. Jointly select linking ideas such as firstly, another important feature, in contrast, as a result and finally. Refer to the Academic Connectives Word Mat as students suggest and explain transitions.

4. 30–35 minutes – Explain independent task Distribute the multi-paragraph planning organiser. Students choose an authentic topic connected to Aotearoa New Zealand, local history, pūrākau, ecology, technology, sport, culture or personal expertise. They select an audience and purpose from the examples, or propose their own. Remind students to use respectful sources, acknowledge where information comes from, and consult appropriately when working with mātauranga Māori or cultural knowledge.

5. 35–50 minutes – Independent planning and conferences Students complete their organiser: title/topic, purpose, audience, engaging introduction, preview, two to four section headings, paragraph purposes, details or examples, transitions and conclusion idea. Confer with students using the planning conference rubric: check that the structure is logical, the details match each heading and the plan suits its audience. Use the model on the independent planning instruction slide for reference.

6. 50–57 minutes – Peer response In pairs, students explain their plan aloud and receive “one glow, one question”. The glow should identify a clear or effective planning choice; the question should help the writer clarify audience, order, evidence or transitions. Students make one improvement to their organiser.

7. 57–60 minutes – Exit ticket and close Students complete the retrieval practice exit-ticket slips by naming their text’s overall structure—for example, chronological, cause and effect, problem and solution, or general to specific—and explaining why it suits their audience. Collect organisers and exit tickets as students leave.

Resources

• the introduction, model, guided practice and plenary slide deck
• the multi-paragraph planning organiser
• the Academic Connectives Word Mat
• the retrieval practice exit-ticket slips
• Whiteboard or shared digital board
• Pens, pencils and highlighters
• Teacher-selected accessible information sources
• Planning conference rubric
• Timer

Assessment

• During conferences, check each plan for purpose, audience, introduction and preview, logical sectioning, relevant details and transitions.
• Listen to peer “one glow, one question” responses for evidence that students can explain structural choices.
• Use the exit ticket to identify whether students understand and can name an appropriate overall text structure.

Differentiation

• Provide the model plan, a partially completed organiser, heading banks and sentence starters such as “This text will explain…” and “Another important aspect is…”.
• Allow oral planning, partner scribing, speech-to-text or teacher conferencing before students write; provide teacher-selected accessible sources and chunked research notes.
• For EAL learners and students needing additional support, pre-teach key terms, use visuals, offer bilingual discussion where possible and limit the choice of topic or number of sections.
• Encourage confident writers to compare two organisational structures and justify which one will influence their chosen reader most effectively.

Extension

Students devise a deliberate organisational structure—such as cause and effect, chronological order or problem and solution—and write a short justification explaining how it will guide or influence the reader.