Unit plan includes...
Unit Plan
Exploring Procedural Texts Unit Plan
This English Language Arts 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
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.
Lessons
Common Core Curriculum alignment
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CCSS.ELA-LITERACY.W.1.2
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
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CCSS.ELA-LITERACY.W.1.5
With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
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CCSS.ELA-LITERACY.W.1.7
Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).
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CCSS.ELA-LITERACY.W.2.2
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
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CCSS.ELA-LITERACY.W.2.5
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
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CCSS.ELA-LITERACY.W.2.6
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
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CCSS.ELA-LITERACY.L.1.1.A
Print all upper- and lowercase letters.
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CCSS.ELA-LITERACY.L.1.1.C
Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
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CCSS.ELA-LITERACY.L.1.1.F
Use frequently occurring adjectives.
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CCSS.ELA-LITERACY.L.2.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Find more resources for these topics
English Language Arts and ReadingWritingText StructuresInformative WritingProcedures
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Resource Updates
In your classroom, use this flip book style teaching presentation to display new vocabulary to your students for each week of the learning year. Turn this resource into a flip book by:
- Printing out the pages
- Use a hole punch to create holes in the three marked places at the top of the page
- Use metal book rings to bind them
- Display the flip book by hanging it with string or sitting it on a stand.
In this teaching resource, each page contains:- a new word
- the definition of the word
- an example sentence, showing the word being used in context.
Recommended to be used with the PowerPoint presentation version for whole class lessons. [resource]2486026[/resource]Request a change
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