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.
This unit plan includes the following resources:
- Developing Procedural Writing Skills PowerPoint – Year 3 and Year 4
- Understanding Sequence – Comprehension Task
- Goals – Writing (Middle Primary)
- How to Make a Newspaper Pirate Hat Craft Activity
- Identifying Procedural Language Worksheets
- Tangram Treats – Task Cards and Templates
- Improving Procedure Texts Worksheets
- 5 Procedure Writing Stimulus Sheets
- Procedure Text Checklist – Structure, Language and Features
- Procedure Texts Writing Scaffold
- Editing Passages PowerPoint – Year 3
- Editing Passages PowerPoint – Year 4
- Two Stars and a Wish Poster and Feedback Slips
- NAPLAN-Style Assessment Rubric – Procedural Writing
- To introduce the purpose and types of procedure texts.
- To identify and explore the structure of procedure texts.
- To identify and explore the language features of procedure texts.
- To improve a procedure text by applying knowledge of procedure text structure and language features.
- To write a procedure text in pairs explaining how to make something.
- To learn and apply proofreading and editing skills.
- To independently write a procedure text explaining how to play a game.
Preparing for Learning
Procedural writing provides excellent opportunities for cross-curricular integration. Look for ways to meaningfully integrate the unit with other learning areas e.g. Science, Technology, Physical Education.
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 Procedure Texts collection on the Teach Starter website.
Expose the students to a variety of procedure texts before and during the unit. Read and view procedure texts such as recipes, rules for board games and craft activity instructions. Encourage the students to bring in sample procedure texts 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 in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts
Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies
Identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features
Identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts
Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
Uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts
Victorian Curriculum alignment
Understand how different types of texts vary in use of language choices, depending on their purpose, audience and context, including tense and types of sentences
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 purpose
Identify features used in imaginative, informative and persuasive texts to meet the purpose of the text, and understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience
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 features
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 use interaction skills
Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation
Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure
Analyse how different texts use verb groups to represent different processes (action, thinking, feeling, saying, relating)
Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity
Australian Curriculum alignment
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...
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...
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...
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...
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,...
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...
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...
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...
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 ...
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...
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 ...
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...
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...
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 ...