This English unit has been designed to introduce procedural texts to younger students. It addresses the purpose, structure and language features of instructions and recipes.
It consists of 8 lessons of approximately 60 minutes duration.
The sequence of lessons and suggested time frames should be regarded as a guide only; teachers should pace lessons in accordance with the individual learning needs of their class.
An independent writing task, which may couple as an assessment task, is included in the unit. The number of lessons required to complete this task may vary from class to class.
This unit plan includes the following resources:
- Procedure Text Topic Cards
- Exploring Procedural Texts PowerPoint
- Procedure Text Sequencing Activity – How to Wash Your Hands
- Procedure Sequencing Activity – Spaghetti
- Procedure Sequencing Activity – Snowman
- Procedure Sequencing Activity – Snakes and Ladders
- Procedure Text Sequencing Activity – How to Cross a Road Safely
- “Simon Says” Instruction Cards
- Procedure Texts Writing Scaffold
- Simple Procedure Texts Writing Scaffold
- Procedure Writing – My Recipe Book Template
- Assessment Rubric – Procedural Writing
- To explore how procedures provide instructions about completing a task.
- To identify and explore the structure of procedures.
- To identify and explore the language features of procedures.
- To explore action verbs, common nouns, and adverbial phrases in procedures.
- To jointly construct a simple procedure about a familiar experience.
- To jointly construct a simple recipe for fruit salad in small groups.
- To independently write a recipe for nature stew.
- To publish a simple recipe for nature stew.
Preparing for Learning
Procedural writing provides excellent opportunities for cross-curricular integration. Look for ways to meaningfully integrate informative writing with other learning areas e.g. Science, Technology, The Arts.
Develop a procedural writing wall in the classroom before commencing the unit. Display word wall vocabulary, posters and learning goals that will stimulate the students’ interest and assist in their learning. For examples of teaching resources to display in your classroom, browse the Procedures collection on the Teach Starter website.
Expose the students to a variety of procedures before and during the unit. Read and view procedural texts such as recipes, rules for board games and craft activity instructions. Encourage the students to bring in sample procedures from home to share with the class.
Some of the resources which accompany this unit plan will need to be prepared prior to teaching. For this reason, it is advised that teachers browse through all lessons before commencing the unit.
NSW Curriculum alignment
Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
Composes texts using letters of consistent size and slope and uses digital technologies
Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
Uses a variety of strategies, including knowledge of sight words and letterâ€“sound correspondences, to spell familiar words
Recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts
Identifies how language use in their own writing differs according to their purpose, audience and subject matter
Recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter
Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
Victorian Curriculum alignment
Understand that the purposes texts serve shape their structure in predictable ways
Understand patterns of repetition and contrast in simple texts
Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose
Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links
Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands
Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams
Reread and edit text for spelling, sentence-boundary punctuation and text structure
Write words and sentences legibly using upper- and lower-case letters that are applied with growing fluency using an appropriate pen/pencil grip and body position
Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)
Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose
Australian Curriculum alignment
Understand that the purposes texts serve shape their structure in predictable waysElaborationsdiscussing and comparing the purposes of familiar texts drawn from local contexts and interests (Skills: Literacy, Critical and Creative Thinking)becoming f...
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questionsElaborationslistening for details in spoken informative texts (Skills: Literacy)participating in informal ...
Describe some differences between imaginative informative and persuasive textsElaborationscomparing and discussing texts identifying some features that distinguish those that âtell storiesâ from those that âgive opinionsâ (Skills...
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagramsElaborationsref...
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose...
Understand that different types of texts have identifiable text structures and language features that help the text serve its purposeElaborationsidentifying the topic and type of a text through its visual presentation, for example cover design, packa...
Identify the audience of imaginative, informative and persuasive textsElaborationsidentifying the main purpose of a text, including whether the author wants to entertain, explain or persuade and considering how audiences might respond to those texts ...
Listen for specific purposes and information, including instructions, and extend studentsâ own and others' ideas in discussionsElaborationsusing spoken language for problem solving, and exploring ideas and concepts (Skills: Literacy, Critical an...
Understand patterns of repetition and contrast in simple textsElaborationsidentifying patterns of vocabulary items in texts (for example class/subclass patterns, part/whole patterns, compare/contrast patterns, cause-and-effect patterns, word associat...
Re-read and edit text for spelling, sentence-boundary punctuation and text structureElaborationsreading their work and adding, deleting or changing words, prepositional phrases or sentences to improve meaning, for example replacing an everyday noun w...
Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)Elaborationstalking about effective words that d...
Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and paceElaborationsidentifying turn-taking patterns in group and pair work (for example initiating a topic, changing...
Re-read studentâs own texts and discuss possible changes to improve meaning, spelling and punctuationElaborationsadding or deleting words on page or screen to improve meaning, for example adding an adjective to a noun (Skills: Literacy, Critical...
Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriatelyElaborationsdiscussing appropriate conventions to use in...
Write legibly and with growing fluency using unjoined upper case and lower case lettersElaborationsusing correct pencil grip and posture)writing sentences legibly and fluently using unjoined print script of consistent size (Skills: Literacy)(View thi...
Write using unjoined lower case and upper case lettersElaborationsusing correct posture and pencil grip)learning how each letter is constructed including where to start and the direction to follow)writing words legibly using unjoined print script of ...
Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commandsElaborationsusing intonation and pauses in response to pu...
Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purposeElaborationsinterpreting new terminology drawing on prior knowledge, analogies and connec...
Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelinesElaborationsrecognising how chapters and table of contents, alphabetical order of index and glossary ...
Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and linksElaborationslearning about how books and digital texts ar...