Exploring Procedural Texts Unit Plan

Unit Plan

Exploring Procedural Texts Unit Plan

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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.

 Overview

Objectives

  • 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 vocabularyposters 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.

 Lessons

60 minutes
Lesson 1

Instruct Me!

A 60 minute lesson in which students will explore how procedures provide instructions about completing a task.

View Lesson

60 minutes
Lesson 2

Procedural Texts - Text Structure

A 60 minute lesson in which students will identify and explore the structure of procedures.

View Lesson

60 minutes
Lesson 3

Procedural Texts - Language Features

A 60 minute lesson in which students will identify and explore the language features of procedures.

View Lesson

60 minutes
Lesson 4

Simon Says!

A 60 minute lesson in which students will explore action verbs, common nouns and adverbial phrases in procedures.

View Lesson

60 minutes
Lesson 5

Modelled Writing - How to Wash a Woolly Mammoth

A 60 minute lesson in which students will jointly construct a simple procedure about a familiar experience.

View Lesson

60 minutes
Lesson 6

Guided Writing - How To Make Fruit Salad

A 60 minute lesson in which students will jointly construct a simple recipe for fruit salad in small groups.

View Lesson

60 minutes
Lesson 7

Independent Writing - How to Make Bush Stew

A 60 minute lesson in which students will independently write a recipe for bush stew.

View Lesson

60 minutes
Lesson 8

Publishing a Recipe Book

A 60 minute lesson in which students will publish a simple recipe for bush stew.

View Lesson

  NSW Curriculum alignment

  Victorian Curriculum alignment

  Australian Curriculum alignment

  • ACELA1447

    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...

  • ACELY1656

    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 ...

  • ACELY1658

    Describe some differences between imaginative informative and persuasive textsElaborationscomparing and discussing texts identifying some features that distinguish those that ‘tell stories’ from those that ‘give opinions’ (Skills...

  • ACELY1661

    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...

  • ACELY1671

    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...

  • ACELA1463

    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...

  • ACELY1668

    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 ...

  • ACELY1666

    Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussionsElaborationsusing spoken language for problem solving, and exploring ideas and concepts (Skills: Literacy, Critical an...

  • ACELA1448

    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...

  • ACELY1672

    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...

  • ACELA1452

    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...

  • ACELY1788

    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...

  • ACELY1662

    Re-read student’s 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...

  • ACELY1789

    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...

  • ACELY1673

    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...

  • ACELY1663

    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 ...

  • ACELA1449

    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...

  • ACELA1470

    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...

  • ACELA1466

    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 ...

  • ACELA1450

    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...


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