This English unit addresses the purpose, structure and language features of the procedure text type.
It consists of 7 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.
Plans, creates and revises written texts for persuasive purposes, using text features,sentence-level grammar, punctuation and word-level language for a target audience
Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
Re-read and edit texts for meaning by adding, deleting or moving words or word groups to improve content and structure
<ul>
<li>collaborating with a peer to edit literary texts by sharing feedback about choices made to develop storylines, characters and settings</li>
<li>revising written texts to improve the selection of words used to connect ideas and to improve the cohesion of the text</li>
</ul>
Create narrative, informative and persuasive texts, written and spoken, using relevant, linked ideas for a range of audiences and using multimodal elements as appropriate
<ul>
<li>using research to gather ideas for writing and integrating information from a range of sources, which may include those found online</li>
<li>selecting text structure and planning how to group ideas into paragraphs to sequence content</li>
<li>using topic-specific, precise and varied vocabulary</li>
<li>choosing a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately</li>
<li>using grammatical features, including different types of verb groups, noun groups and adverb groups/phrases, for effective descriptions and details according to purpose</li>
</ul>
Identify the characteristic features used in different types of texts to meet the purpose and audience of the text
<ul>
<li>identifying how authors use language to create imaginary worlds</li>
<li>identifying how authors use techniques, such as headings, italics and bold text, to support readers or viewers to navigate specific texts</li>
<li>identifying visual features such as images and layout used in informative texts to complement, add to or shape understanding of a topic</li>
</ul>
Use interaction skills to gather information in order to carry out tasks, contribute to discussions, acknowledge another opinion, link a response to the text or topic, and share and extend ideas and information
<ul>
<li>making notes about a task, asking questions to clarify or follow up information, and seeking assistance if required</li>
<li>developing speaking and listening behaviours, including acknowledging and extending others’ contributions, and presenting ideas and opinions clearly and coherently</li>
</ul>
Describe how different types of texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes
<ul>
<li>identifying the typical stages and language features of texts such as narratives, factual recounts, imaginative recounts, biographies, information reports, explanations, book talks, poetry and arguments for a particular purpose</li>
<li>understanding how and why text structure is important in texts such as sequential and causal explanations, and comparative and part-whole information reports</li>
<li>recognising that poems have different purposes that influence the organisation of the text into characteristic stages, for example poems that tell stories, poems that describe and poems that reflect on aspects of life</li>
<li>recognising the difference between a text’s form (such as a poster, email or list) and its organisation into stages, depending on its social purpose</li>
</ul>
Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation
<ul>
<li>using print and online dictionaries and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function, for example ‘there’ or ‘their’ and ‘rain’ or ‘reign’</li>
<li>checking for correct use of apostrophes for contractions and to indicate possession</li>
</ul>
Create narrative, informative and persuasive texts, written and spoken, with ideas grouped in simple paragraphs, using topic-specific and precise vocabulary and multimodal elements as appropriate
<ul>
<li>gathering information and ideas about a topic in preparation for writing, which may include information and ideas from online and digital sources</li>
<li>researching a topic to prepare an oral or multimodal presentation</li>
<li>planning the sequence of ideas and information using techniques such as storyboards or a simple flow chart</li>
<li>explaining ideas to a peer when planning a presentation</li>
<li>selecting an appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience</li>
<li>using appropriate simple and compound sentences to express and combine ideas</li>
<li>using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose</li>
<li>using digital tools to plan, sequence, compose and edit texts</li>
</ul>
Identify the purpose and audience of different types of texts through the use of language features and/or images in the texts
<ul>
<li>identifying words, phrases and images intended to persuade listeners, viewers or readers</li>
<li>identifying features of advertisements that target children</li>
<li>identifying the purpose of a narrative text; for example, identifying the purpose of a fable</li>
</ul>
Use interaction skills to contribute to conversations and discussions to share text- or topic-based information and ideas
<ul>
<li>building on and connecting ideas and opinions expressed by others</li>
<li>listening actively, including listening for specific information, recognising the value of others’ contributions and responding through comments, recounts and summaries of information</li>
<li>learning the specific speaking or listening skills of different group roles, for example group leader, note taker and reporter</li>
<li>using language appropriately in different situations; for example, explaining a procedure to a group or engaging in a game with friends</li>
</ul>
Understand how verbs represent different processes for doing, feeling, thinking, saying and relating
<ul>
<li>exploring ‘doing’ and ‘saying’ verbs in narrative texts to understand how they give information about what characters do and say</li>
<li>exploring the use of ‘sensing’ verbs and how they allow readers to understand what characters think and feel, for example ‘He remembered his first day at school.’</li>
<li>exploring the use of ‘relating’ verbs in constructing definitions and descriptions; for example, identifying the relating verb ‘is’ or ‘are’, ‘has’ or ‘have’ in descriptions of animals</li>
<li>identifying different types of verbs and the way that they control meaning in a clause</li>
</ul>
Describe how different types of texts across the curriculum have different language features and structures depending on purposes
<ul>
<li>identifying the stages of a basic argument such as introduction, argument 1, argument 2 and conclusion</li>
<li>describing the typical text structure and language features of factual recounts, autobiographies, information reports, narratives, personal responses to literary texts (with reasons), sequential explanations, verse poetry and simple arguments, and describing their purposes</li>
</ul>
Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic- specific vocabulary and correct spelling of most high-frequency and phonetic
Listen for key points and information to carry out tasks and contribute to discussions, acknowledging another opinion, linking a response to the topic, and sharing and extending ideas and information
Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation
Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences)Elaborationsbecoming familiar with typical structural stages and language features of various t...
Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structureElaborationsrevising written texts: editing for grammatical and spelling accuracy and clarity of the text, to improve the connection betwe...
Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language featuresElaborationsusing re...
Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the textElaborationsdescribing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings...
Use interaction skills such as acknowledging anotherâs point of view and linking studentsâ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coher...
Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and informationElaborationsmaking notes about a task, asking questions to clarify or follow up informa...
Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activityElaborationsinvestigating in texts how adverb group/phrases and prepositional phrases can provide details of the ...
Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audienceElaborationsbecoming familiar with the typical stages and language features of such text types as: simple narrative,...
Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuationElaborationsusing glossaries, print and digital dictionaries and spell check to edit spelling, realising that spell check accuracy depends on understanding ...
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purposeElaborationsusing pri...
Identify the audience and purpose of imaginative, informative and persuasive textsElaborationsidentifying the authorâs point of view on a topic and key words and images that seem intended to persuade listeners, viewers or readers to agree with t...
Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volumeElaborationsparticipating in pair, group and clas...
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situationsElaborationsparticipating in collaborative discussions, building on and connecting ideas and opinions expressed by other...
Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tenseElaborationsidentifying different types of verbs and the way they add meaning to a sent...
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Stephanie (Teach Starter)
Teach Starter Publishing
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Thanks Stephanie, an invaluable resource as I navigate teaching a procedural text unit to a lower school composite class. The lesson plans are thorough and the activities are very relevant and child-friendly. I can't wait to teach them these lessons!
Stephanie (Teach Starter)
·
Hi then Jen, thank you so much for taking the time to share this positive feedback. I'm so pleased that this unit will make your life easier and also help your students to produce some great procedural writing! All the best with it!
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Thanks Stephanie, an invaluable resource as I navigate teaching a procedural text unit to a lower school composite class. The lesson plans are thorough and the activities are very relevant and child-friendly. I can't wait to teach them these lessons!
Hi then Jen, thank you so much for taking the time to share this positive feedback. I'm so pleased that this unit will make your life easier and also help your students to produce some great procedural writing! All the best with it!