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Designed to deepen students’ understanding of how texts are organised, this lesson supports learners to identify, analyse, and apply stages and phases to enhance clarity, engagement, and meaning in their writing.

Note: Get the most from this lesson by using it with the matching teacher slides and independent student activities. Click here to view the bundle.

Following the Gradual Release of Responsibility model, students move from teacher-led modelling to guided practice and independent application, building confidence in recognising how texts are structured for different purposes, including to entertain, inform, and persuade.

Through explicit teaching, choral reading, worked examples, and scaffolded tasks, students explore how texts are organised into stages (such as introduction, body, and conclusion) and the phases within them (such as hooks, background information, evidence, and resolutions). Students examine how authors deliberately sequence ideas to guide the reader and strengthen communication.

This teacher resource includes:

• Clear learning intentions and success criteria focused on identifying and analysing text stages and phases
• Explicit instruction and modelled examples across a range of text types
• Guided practice tasks exploring how structure supports purpose
• Independent application opportunities in reading and writing
• Built-in check-ins for learning to assess understanding throughout the lesson
• A reflective exit ticket to inform next-step teaching and differentiation

Regular check-ins for learning allow teachers to monitor understanding in real time, while the reflection-style exit ticket provides clear insight into who is ready for extension and who may need further support.

Perfect for upper primary classrooms, this lesson sequence equips students with the tools to recognise and apply effective text structures—strengthening both comprehension and purposeful, well-organised writing.

Format: PDF

Aligned to Australian Curriculum Outcome: Explain how texts across the curriculum are typically organised into characteristic stages and phases depending on purposes, recognising how authors often adapt text structures and language features. (AC9E6LA03)

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