Lesson 3: Procedural Texts – Language Features

 Preparation

 Lesson Plan

Tuning In

• Ask the students to sit in a circle. Show them the separate pieces of the Procedure Text Sequencing Activity – How to Safely Cross a Road (cut and laminated prior to the lesson). Encourage the students to suggest what type of text this might be and what makes them think this e.g. This is a procedure text because it tells you how to do something.
• As a class, work together to unjumble the procedure by laying the pieces out on the floor in a logical order. Encourage the students to systematically follow the text structure learned in the previous lesson (the title, the materials and the method).
• Choose a volunteer to read the first word of each step in the method (the action verbs). Ask the students:
  • What types of words are these?
  • Why might each instruction start with one of these words?
  • What would happen if these words were taken out of the text?

Teacher Instruction

• Discuss the language of procedures, as outlined on slides 11-12 of the Exploring Procedural Texts PowerPoint. Ensure that the students understand the grammatical purpose of common nouns, action verbs, adverbs and adverbial phrases.
• Display and discuss the example text on slide 13. Revisit the text on slide 8 and encourage the students to identify the common nouns, action verbs, adverbs and adverbial phrases.
• Display the class activity on slide 14. Guide the class in identifying the action verbs in the text provided. Display and discuss the answers on slide 15.

Guided/Independent Learning

• Choose a topic from the Procedure Text Topic Cards e.g. How to Play Hide and Seek. As a class, brainstorm a list of verbs that might be included in a procedure written on this topic e.g. count, hide, search. Afterwards, support the students in choosing an adverb to accompany each verb in the list e.g. slowly count, quickly hide, carefully search.
• Display the independent activity on slide 16. In small groups, pairs or individually, allow the students to complete the task for a new procedure topic. All students could work with the same topic, or the students may exercise choice over which text topic they explore.

Wrapping Up

• Once the students have finished, allow volunteer students and/or groups to share their brainstormed verbs and adverbs with the class. The verbs and adverbs shared could be added to a class display for future reference.

 Differentiation

Extending Students

• Encourage students who require extension to write accompanying adverbial phrases for their brainstormed verbs (instead of/as well as adverbs) during the independent learning activity.

Supporting Students

• Support students who require further assistance by encouraging them to act out their chosen procedure topic during the independent learning activity. This may assist them in identifying verbs more readily.

 Assessment Strategies

Suggested Assessment Strategies

• used strategic whole class or individual questioning
• observed student participation during learning activities
• recorded student progress on a checklist
• annotated student work samples
• collected and reviewed student work samples
• facilitated whole class or peer feedback sessions
• encouraged student self-reflection
• administered formal assessment tasks.

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