Drafting with Purpose

Lesson Overview

Subject: English (ELA)
Year Group: Year 5
Unit: Mastering Informational Writing (Lesson 4 of 5)
Lesson Title: Drafting the Informational Piece
Time Allocation: 60 minutes
Class Size: 48 students
Curriculum Alignment: English National Curriculum (England) – Upper Key Stage 2

• Writing – Composition: Plan, draft, evaluate, and edit writing.
• Grammar and Punctuation: Use varied sentence structures and organisational features.
• Vocabulary, Grammar, and Punctuation: Select appropriate grammar and vocabulary to convey meaning.

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Lesson Objectives

By the end of this lesson, students will:

1. Draft their informational pieces using the T.A.K.E.S. strategy for structure and clarity.
2. Organise ideas effectively, linking points with appropriate conjunctions and adverbials.
3. Use evidence and examples to support key points.
4. Engage in peer feedback, identifying strengths and areas for improvement.

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Key Vocabulary

• Informational Writing
• T.A.K.E.S. Strategy (Title, Audience, Key Details, Evidence, Structure)
• Subheadings
• Formal tone
• Linking words/connectives
• Peer feedback
• First draft

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Resources Needed

• Large A1 class planning sheet with T.A.K.E.S. framework
• Student writing books
• Highlighters (yellow and blue)
• Printed informational text example (strong model)
• Individual drafting templates (printed)
• Peer feedback checklists

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Lesson Breakdown (60 minutes)

1. Starter: Recap - The Power of Structure (10 minutes)

• Project an incorrectly structured informational text on the board.

• Ask students: What’s wrong with this piece? (Encourage quick discussion in pairs).

• Reveal a well-structured example – highlight key features (title, subheadings, clear organisation).

• Revisit the T.A.K.E.S. strategy (brief class discussion):

  T.A.K.E.S. Framework Refresh:

  • Title – Clear and engaging?
  • Audience – Who is reading this? Formal or informal?
  • Key Details – Have I included enough facts?
  • Evidence – Are my ideas backed up with strong examples?
  • Structure – Logical order? Clear paragraphs?

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2. Guided Drafting Session (25 minutes)

Step 1: Setting the Scene (5 minutes)

• Remind students about previous research (fact collection from Lesson 3).
• Model writing a strong introduction on the board – explain why it works.
• Reinforce using formal language, varied sentence openers, and factual tone.

Step 2: Independent Writing (15 minutes)

• Students begin drafting their introduction and first two sections.
• Encourage use of subheadings and key facts with evidence.
• Teacher circulates, providing mini-feedback to ensure focus.

Step 3: Quick Self-Check (5 minutes)

• Use highlighters:
  • Yellow: Highlight an effective sentence.
  • Blue: Highlight where evidence is used.

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3. Peer Feedback Pairs (15 minutes)

Step 1: Guided Peer Review (5 minutes)

• Introduce Peer Feedback Checklist (printed).
• Model how to give constructive feedback (e.g. "I like how you've used subheadings, but could you add evidence in this section?").

Step 2: Partner Swap (10 minutes)

• Students exchange drafts and fill in the checklist for their partner.
• Offer one compliment & one improvement suggestion.
• Quick 2-minute discussion per pair about their feedback.

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4. Reflection & Exit Task (10 minutes)

• Return drafts and allow students five minutes to refine their writing based on feedback.
• Discuss: What was the most useful piece of feedback you received?
• Students write one sentence in their books:
  • "Next lesson, I will focus on improving..."

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Assessment for Learning

• Teacher observation during independent writing (noting structure, clarity).
• Peer feedback sheets (informal checks to guide progress).
• Exit reflection sentences (to inform next lesson planning).

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Differentiation

• Support Strategies:
  • Provide sentence starters for students who need help structuring ideas.
  • Use scaffolding prompts (e.g. "A strong introduction should...").
• Challenge for Advanced Learners:
  • Encourage use of rhetorical questions, expanded noun phrases, or technical vocabulary.
  • Suggest adding a mini conclusion to draft sections.

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Next Steps

• Lesson 5: Editing & Publishing Informational Writing (Finalisation, polishing drafts).
• Teacher to review selected student drafts for common strengths/gaps for personalised feedback in the next lesson.

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Reflection for Teachers

✔ Did students apply the T.A.K.E.S. strategy effectively?
✔ Were peer feedback discussions productive?
✔ What areas need reinforcement before editing in Lesson 5?

This structured but engaging lesson enables peer collaboration, self-assessment, and purposeful drafting—all crucial at this stage of informational writing mastery.