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ENGLISH LITERATURE UNIT: Procedural writing

Jess Hilton - 2119730
Topic or Theme: Instructions and Directions

Literature or text type/s: Procedural texts Year level: 3

The Literature Strand of the AC: English: involves understanding, appreciating, responding to, analysing and creating procedural texts.

Year 3 Achievement Standard

Receptive modes (listening, reading and viewing)
By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text.
They understand how language features, images and vocabulary choices are used for different effects.

They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use
phonics and word knowledge to fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts of
a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others views
and respond appropriately using interaction skills.

Productive modes (speaking, writing and creating)

Students understand how language features are used to link and sequence ideas. They understand how language can be used to express
feelings and opinions on topics. Their texts include writing and images to express and develop, in some detail, experiences, events, information,
ideas and characters.

Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions,
providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation
appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters
and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure
and meaning. They write using joined letters that are accurately formed and consistent in size.
(Australian Curriculum and Reporting Authority, ACARA, 2017)
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Content Descriptions

Text structure and organisation

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) (ACELA1478)

Creating texts
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 (ACELY1682)

Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)

Expressing and developing ideas

Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time
through tense (ACELA1482)

Responding to literature
Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)

(Australian Curriculum and Reporting Authority, ACARA, 2017)

Learning Intentions:

Students will engage with procedural writing as Code Breakers and Text Users (Luke & Freebody 1990). Students will analyse language features of procedural texts and be
able to recognise and understand the structure and purpose of procedural texts through multimodal text types.

Students will be able to identify language features used in procedural texts such as:

Action verbs start most sentences

Adjectives are used to add details
Nouns and noun groups are used in the listed materials/equipment
Conjunctions are used to show chronological order
Language related to direction and location are found
Procedures are written in present tense

Students will know that procedural texts can be read in a number of ways, however, to be successful in practise it must be read in chronological order.

Students will be able to engage with procedural texts and create their own procedural texts using correct structure, grammar, language choice and tense.
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WEEKLY TIMETABLE

Time Monday Tuesday Wednesday Thursday Friday

9-9:40 Diaries/Spelling

9.40- Spelling activities Literacy groups

10:20

10:20- English/Learning teams

11:00

Recess Time

11:20- English/Learning teams English

12

Literacy groups
12- English Literacy groups
12:40

Lunch Time

1:30- Handwriting English

2:10

2:10-
2:50

2.50-
3:30
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SEQUENCING lessons
Uni AC: English LINKS:
t Lesson Focus and Activity Resources to be used General Capabilities
We Flow Cross-curriculum Priorities
ek Curriculum Integration

1 Week 1: Lesson 1: Introduction to Procedural texts Text structure and organisation

Understand how different types of
T Students to be given an introduction to procedural texts. texts vary in use of language choices,
E depending on their purpose
A Lesson focus: What is a procedural text? and context (for example, tense and
C Structure of the text types of sentences) (ACELA1478)
H Goal/aim/materials/requirements/equipment, steps/method, evaluation (if needed) (ACARA, 2017)
Chronological order
Responding to literature
Introduce Learning Menu for the unit. (appendix A) Draw connections between personal
E experiences and the worlds of texts,
X Receptive lesson and share responses with
P others (ACELT1596)
L Activities:
O Co-construct a procedural text Making a Milkshake Ingredients to make a Creating texts
R Highlight structure (goal/aim/materials/requirements/equipment, steps/method) milkshake. Plan, draft and publish imaginative,
E Read through procedural text with the class informative and persuasive texts
Brainstorm examples of procedural texts Text: demonstrating increasing control
G Fun with Cooking. Raving over text structures and language
R Ravioli Judy Willams features and selecting print, and
O Reinforce: Importance of being specific/accurate with language multimodal elements appropriate to
U the audience and
P purpose (ACELY1682)
Key questions:
I What is the purpose of a procedure?
N What did you notice about the procedures?
D Why is chronological order important?
I What other texts have the same sequence?
V What do we need to remember when we write a procedural text? (language) Literacy
D
U Critical and Creative Thinking
A
L
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Text structure and organisation

2 Week 2: Lesson 1: Language features of procedural texts Understand how different types of
texts vary in use of language choices,
Revise Previous lessons on introduction to procedural texts depending on their purpose
Revision to include structure and language features, types of procedural text and context (for example, tense and
types of sentences) (ACELA1478)
Lesson focus:
Identifying language features in procedural texts Expressing and developing ideas
Language features: Understand that verbs represent
Action verbs start most sentences different processes, for example doing,
Adjectives are used to add details thinking, saying, and relating and that
Nouns and noun groups are used in the listed materials/equipment these processes are anchored in time
Conjunctions are used to show chronological order through tense (ACELA1482)

Receptive lesson
Literacy
Explicit teaching:
Action verbs words that begin most sentences (verb/action/process) Fun with Cooking. Raving Critical and Creative Thinking
Display a procedure (Fun with cooking) on the interactive white board and begin Ravioli Judy Willams
underlining action verbs class to join in.

Activity:
As a class: KWL chart (language features)
What we know
What we want to know
What we now know (have learned)

Small groups: brainstorm verbs and categorise (procedure/non-procedure)

Learning menu Entre activites

Verbs + Spices Learning menu
Think-Pair-Share (Appendix A)
Order the procedure (Appendix B)

Key questions:
What is a verb?
How does it help us?

HOMEWORK Bring in an example of a procedure to analyse next class.

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Text structure and organisation

3 Week 3: Lesson 1: Putting it into practise Understand how different types of
texts vary in use of language choices,
Revise Previous lessons structure and language features. Types of procedural text depending on their purpose
and importance of being specific with language/instructions. and context (for example, tense and
types of sentences) (ACELA1478)

Lesson focus: Using procedural language Expressing and developing ideas

Students will be using language related to procedural texts (verbs) and creating Understand that verbs represent
oral texts in pairs. different processes, for example doing,
thinking, saying, and relating and that
Productive lesson these processes are anchored in time
through tense (ACELA1482)
Activities:
Blindfolded pairs: Blindfolds (scrap material) Responding to literature
Students to work outside in pairs; one student is blindfolded and the other must use Draw connections between personal
procedural language to direct them to the canteen. Rules no touching! experiences and the worlds of texts,
Swap. and share responses with
others (ACELT1596)
Return to class for discussion/reflection:
What language did you need to use to help your partner?
Did you notice anything interesting when you were the one blindfolded? Literacy
Is there an easier way to direct someone to the canteen without blindfolding them?
Critical and Creative Thinking

Create a class text How to get to the canteen

Create a procedural text with the class, allow them to develop, edit and reflect.
Teacher led writing, prompting, scribe.

Key questions:
Why do we have to be specific with our language?
Why do we follow directions in order?
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3 Week 3: Lesson 2: Creating a procedural text Joint construction Text structure and organisation
Understand how different types of
Revise Language features and structure texts vary in use of language choices,
Action verbs start most sentences depending on their purpose
Adjectives are used to add details and context (for example, tense and
Nouns and noun groups are used in the listed materials/equipment types of sentences) (ACELA1478)
Conjunctions are used to show chronological order
Language related to direction and location are found Creating texts
Procedures are written in present tense Plan, draft and publish imaginative,
informative and persuasive texts
Lesson focus: demonstrating increasing control
Creating a procedural text - Propagating Rosemary OR Propagating Basil over text structures and language
features and selecting print, and
Productive lesson multimodal elements appropriate to
Youtube clips the audience and
Activities: purpose (ACELY1682)
Students to work in small groups, select basil or rosemary and watch the video. Basil
https://www.youtube.com/w Expressing and developing ideas
(Rosemary)Watch from 1 minute https://www.youtube.com/watch?v=0TIR6c3TH0E atch?v=le0w0O2Z3sM Understand that verbs represent
different processes, for example doing,
(Basil) https://www.youtube.com/watch?v=le0w0O2Z3sM Rosemary thinking, saying, and relating and that
https://www.youtube.com/w these processes are anchored in time
Students to note: atch?v=0TIR6c3TH0E through tense (ACELA1482)
Materials what do you need?
Method what do you do?
Literacy
Create text as a small group - Begin writing text on How to Propagate Rosemary or Basil
Critical and Creative Thinking
Provide graphic organiser to students that need it. (Appendix C)

Key questions:
What do you need to propagate a cutting?
What are the steps?
Why do we have to be specific with our language?
Why do we follow directions in order?

NB. Students will have the opportunity to DO this activity this week (propagate a cutting)
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Text structure and organisation

4 Week 4: Lesson 1: Creating a procedural text from the Learning Menu Understand how different types of
SSO (optional) texts vary in use of language choices,
Revise Language features and structure depending on their purpose
Action verbs start most sentences and context (for example, tense and
Adjectives are used to add details types of sentences) (ACELA1478)
Nouns and noun groups are used in the listed materials/equipment
Conjunctions are used to show chronological order Expressing and developing ideas
Language related to direction and location are found Understand that verbs represent
Procedures are written in present tense different processes, for example doing,
thinking, saying, and relating and that
Lesson focus: these processes are anchored in time
Creating a procedural text Learning menu Main through tense (ACELA1482)
The aim of this lesson Is for students to develop their procedural writing skills
individually, bringing together new understanding of structure and language features. Creating texts
Plan, draft and publish imaginative,
Productive lesson informative and persuasive texts
demonstrating increasing control
Activities: Learning menu over text structures and language
Students to choose a Main from the learning menu. (Appendix A) (Appendix A) features and selecting print, and
multimodal elements appropriate to
Bite-size Booklet the audience and
Gourmet Game Time purpose (ACELY1682)
Recipe for Me
Tantalizing Treasure Map Re-read and edit texts for meaning,
appropriate structure, grammatical
Provide graphic organiser to students that need it. choices and punctuation (ACELY1683)
Graphic organiser
Key questions: (Appendix C)
What do I need? Literacy
How do I do it? =
What are the language features? Critical and Creative Thinking
Am I being specific?

*Provide support to students Aim, method

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Creating texts
4 Week 4: Lesson 4 Plan, draft and publish imaginative,
informative and persuasive texts
Revise Language features and structure of procedural texts. demonstrating increasing control
over text structures and language
Lesson focus: Reflection and Peer Review features and selecting print, and
multimodal elements appropriate to
Productive lesson the audience and
purpose (ACELY1682)
Activities:
Peer review and edit Re-read and edit texts for meaning,
Students peer review and edit their Main in pairs. appropriate structure, grammatical
Opportunity for editing and final hand up. choices and punctuation (ACELY1683)

Reflection on learning As a class (record on whiteboard) Responding to literature

What do we know now? Draw connections between personal
What are the features of a procedural text? experiences and the worlds of texts,
How is it structured? and share responses with
What language do we use? others (ACELT1596)
Who reads it?
Text structure and organisation
Understand how different types of
Conclusion: texts vary in use of language choices,
Students to hand up their summative assessment (learning menu Main). depending on their purpose
and context (for example, tense and
types of sentences) (ACELA1478)

Expressing and developing ideas

Understand that verbs represent
different processes, for example doing,
thinking, saying, and relating and that
these processes are anchored in time
through tense (ACELA1482)

Literacy

Critical and Creative Thinking

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DETAILED LESSON PLAN

BIG IDEA: Literature or text type Year Level: 3
Procedural writing Co-constructed text How to make a Milkshake
Lesson Number: 1 (week 1)

AC: English Standard:

Receptive modes (listening, reading and viewing)

By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how
language features, images and vocabulary choices are used for different effects. They select information, ideas and events in texts that relate to their own lives and to
other texts (ACARA, 2017)

AC: English content descriptors

Text structure and organisation

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) (ACELA1478) (ACARA, 2017)

Responding to literature
Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)

Creating texts
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 (ACELY1682)

Lesson Outcome/intentions: (Within the unit what particular skills or knowledge are focussed on in this lesson?)

Students will understand that procedural texts are a way of communicating a sequence of actions/directions/steps.

Students will know that procedural texts explain a sequence in chronological order.

Students will be able to identify key elements of a procedural texts such as: Goal/aim/materials/requirements/equipment, steps/method, evaluation (if needed),
chronological order.
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Code-breaker The emphasis is on decoding and encoding the codes, symbols and Text participant The emphasis is on comprehending and composing or making meaning f
conventions of written, spoken, visual and multimodal texts in response to contextual spoken, visual and multimodal texts
factors
Text user The emphasis is on understanding the purposes of different written, spoken, Text analyst The emphasis is on understanding that written, spoken, visual and multimoda
visual and multimodal texts and using texts in different ways for different cultural and neutral but represent particular points of view and silence others
social functions
How will I do this?
Lesson Outline:

Introduction:
Lesson outline Introduction to activity and learning intentions.
Set classroom expectation for lesson Group activity Hands up before contributing, one person speaking at a time, acknowledge peer ideas, positive learning attitudes.

Body:
Whole class activity -

Co-construct a procedural text (teacher led).

Teacher led, students on the floor as a group (listening and participating)
How to make a milkshake?
ONLY WRITE WHAT THE KIDS SAY deliberately leave in the non-specific elements as a teaching point.
Prompt only with: What do I need to make a milkshake? What do I need to do?

Act out the directions (have fun with this).

Facilitate class discussion about procedural text:

What did you notice about the activity?
What was the purpose of the activity?
How could we change it to make it better?

Explicit teaching Discuss structure, chronological order, language choice.

Provide example text: Fun with Cooking. Raving Ravioli Judy Willams.

Brainstorming: Small groups (table groups)

Examples of procedural writing (game instructions, recipes, directions etc.) on butchers paper and share ideas with the class.

Conclusion:
Exit Card
Students to complete an exit card (Appendix D)
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Building the field:

By co-constructing a procedure (making a milkshake), students are able to relate to their own experiences with procedural writing. By acting out the student instructions
(without guidance on language features), the students are able to see the importance of language choice and structure. Small group brainstorming work also allows
students to share ideas and recognise types of procedural texts used in their daily life.

Explicit teaching: Modelling and deconstruction is used when re-writing the text and highlighting language features for students. Purpose of a procedure, structure of a
procedure (highlight title, ingredients/equipment, method), language choice, chronological order.

Resources:

Ingredients for milkshake activity glass, milk, syrup, ice-cream, spoon, cream (canned)
Butchers paper and markers
Exit card

Teaching Strategy/Learning Activity:

Co-construct procedural text: Allows students to recognise that without a specific structure or language choice then a procedure cannot be successful. It challenges
students to think about the order of instructions they deliver and the action verbs they choose. It allows for teacher intervention and re-writing collaboratively to highlight
structure of procedural texts, building the field of knowledge.

Small group brainstorming: Allows for small group discussion and sharing ideas; students can relate procedural texts to their everyday lives.

Explicit teaching: Direct teaching to clarify structure of procedure, introduce metalanguage (title, ingredients/equipment, method).

Pre or post assessment strategies:

Exit card (Appendix D): Links directly to learning intention. As this is an introductory lesson, the exit card will provide an indication of initial understanding of concepts and
allow for explicit teaching or differentiation in following lessons where required.

Any special considerations:

Any students not willing to participate in small group activities will be able to complete the brainstorming activity individually.

This is predominantly an oral lesson so students with LD (writing) do not need special consideration.

What will students produce?

Students will produce a list of examples of procedural writing. Students will be able to relate to the topic and understand the importance of chronological order when giving
instructions (milkshake example). Students will demonstrate their understanding of purpose, structure and give examples in their exit cards.
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Reflection

What went well?

What would I change next time?
Was the pace of the lesson appropriate?
Did all students grasp the concept?
Did I allow enough time?
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BRIEF LESSON PLAN

BIG IDEA: Literature or text type Year Level: 3
Language features of procedural texts YouTube
Creating procedural texts
Lesson Number: 1 (week 2)

AC: English Standard:

Receptive modes (listening, reading and viewing)

By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how
language features, images and vocabulary choices are used for different effects.

Productive modes (speaking, writing and creating)

Students understand how language features are used to link and sequence ideas.

AC: English content descriptors

Text structure and organisation

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) (ACELA1478)

Expressing and developing ideas

Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time
through tense (ACELA1482)

Lesson Outcome/intentions:

At the end of this lesson students will be able to

Identify specific language features of a procedural text (verb/action/process)

Understand that procedures are written in present tense

Code-breaker The emphasis is on decoding and encoding the codes, symbols and
conventions of written, spoken, visual and multimodal texts in response to contextual
factors
Text user The emphasis is on understanding the purposes of different written, spoken,
visual and multimodal texts and using texts in different ways for different cultural and
social functions
Text participant The emphasis is on comprehending and composing or making meaning f
spoken, visual and multimodal texts
Text analyst The emphasis is on understanding that written, spoken, visual and multimoda
neutral but represent particular points of view and silence others
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Lesson Outline:

Introduction:
Introduce activity and learning intentions.

Reflect on previous lessons:

Previous lessons on introduction to procedural texts
Revision to include structure and language features, types of procedural text:

Body:

KWL Chart - Language features

What we know (about procedural texts)
What we want to know
What we have learned (to be completed at the end of the lesson)

Display a procedure (Fun with Cooking. Raving Ravioli Judy Willams) on the interactive white board and begin underlining action verbs class to join in.

Explicit teaching: Action verbs words that begin most sentences (verb/action/process)

Small groups: Brainstorm verbs and categorise (procedure/non-procedure)

Learning menu Entre activities

Verbs + Spices
Think-Pair-Share
Order the procedure

Conclusion:
Students to complete what we have learned for KWL chart. Teacher to use this as a learning checkpoint resource to plan for revision next lesson.

Building the field:

Previous knowledge from this unit: Procedural text structure

Explicit teaching: allows for direct teacher instruction highlighting language features of procedural texts.
Group work: encourages collaboration and sharing ideas
Resources:

Post-It notes (for KWL chart)

Butchers paper and textas
Learning Menu (Appendix A)
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Teaching Strategy/Learning Activity:

Recap previous lessons (scaffolding)

Explicit teaching, explanation of language features
Introduction to Learning Menu students can choose their activity based on readiness (current understanding of the topic)
Small groups -peer support network

Pre or post assessment strategies:

Assessment through observation and anecdotal notes, should see an improvement in student readiness from prior week.
Formatively assess the leaning menu Entre, looking for understanding of new concepts (structure, language features)

Any special considerations:

Behaviour be sure to give brain break after explicit teaching on whiteboard (language features). Reinforce choosing groups that will help learning.

What will students produce?

Students will produce small pieces of work from their learning menu:
List of 10 action verbs
Paste into books: order the procedure activity.

Reflection

What went well?

What could I change?
Was I clear in my explanations?
Did I allow enough time before I changed the focus from structure to language features?
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BRIEF LESSON PLAN

BIG IDEA: Literature or text type Year Level: 3
Specific Instructions YouTube
Creating (oral) procedural texts
Lesson Number: 1 (week 3)

AC: English Standard:

Productive modes (speaking, writing and creating)

Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on
topics. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters.

Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback
and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing.
They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their
writing, checking their work for appropriate vocabulary, structure and meaning. They write using joined letters that are accurately formed and consistent in size.

AC: English content descriptors

Text structure and organisation

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) (ACELA1478)

Expressing and developing ideas

Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time
through tense (ACELA1482)

Responding to literature
Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)

Lesson Outcome/intentions:

At the end of this lesson students will be able to

Creating oral procedural texts in pairs

Identify specific language features of a procedural text (verb/action/process)
Understand that procedures are written in present tense
Use language related to procedural texts (verbs)
 18

Code-breaker The emphasis is on decoding and encoding the codes, symbols and Text participant The emphasis is on comprehending and composing or making meaning f
conventions of written, spoken, visual and multimodal texts in response to contextual spoken, visual and multimodal texts
factors
Text user The emphasis is on understanding the purposes of different written, spoken, Text analyst The emphasis is on understanding that written, spoken, visual and multimoda
visual and multimodal texts and using texts in different ways for different cultural and neutral but represent particular points of view and silence others
social functions
Lesson Outline:

Introduction:
Introduce activity and learning intentions.

Reflect on previous lessons:

Previous lessons structure and language features. Types of procedural text and importance of being specific with language/instructions.

Body:
Blindfolded pairs:
Students to work outside in pairs; one student is blindfolded and the other must use procedural language to direct them to the canteen. Rules no touching!
Swap.

Class discussion/reflection on activity

What language did you need to use to help your partner?
Did you notice anything interesting when you were the one blindfolded?
Is there an easier way to direct someone to the canteen without blindfolding them?
Why do we have to be specific with our language?
Why do we follow directions in order?

Create a class text How to get to the canteen

Create a procedural text with the class, allow them to develop, edit and reflect.
Teacher led writing, prompting, scribe.

Conclusion:
Reflection (Exit Card): Students to write about the activity: What went well, even better if?

Building the field:

Previous knowledge from this unit: Procedural text structure, language features
Pair work: Students have fun and must be specific in their language choices as one is blindfolded
 19

Resources:

Blindfolds (scrap material)

Teaching Strategy/Learning Activity:

Recap previous lessons (scaffolding)

Students are able to implement some of the specific/explicit language features of procedural writing, they are able to try different words/phrases and see the results.
Co-constructing a text allows for student input and sharing of ideas also allows teachers to use guiding questions to edit

Pre or post assessment strategies:

Observation and anecdotal notes

Any special considerations:

Consider requesting an SSO for this activity, as students will be in different locations (classroom/canteen/on the way), it would be helpful to have the extra pair of eyes and
behaviour management. Consider changing the activity to a smaller scale (even within the classroom or gym) if behaviour is known to be an issue.

What will students produce?

Co-construct text as a class with the teacher, they should be at a level now they need minimal help.

Reflection

What went well?

What could I change?
Was I clear explaining the task?
Was there enough time to focus on explicit instruction?
Should we co-construct the text before or after the activity?
Did I allow enough time for this activity?
 20

DETAILED LESSON PLAN

BIG IDEA: Literature or text type Year Level: 3
Create a procedural text YouTube
Creating procedural texts (joint construction)
Lesson Number: 2 (week 3)

AC: English Standard:

Productive modes (speaking, writing and creating)

Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on
topics. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters.

Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback
and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing.
They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their
writing, checking their work for appropriate vocabulary, structure and meaning. They write using joined letters that are accurately formed and consistent in size.

AC: English content descriptors

Text structure and organisation

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) (ACELA1478)

Creating texts
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 (ACELY1682)

Expressing and developing ideas

Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time
through tense (ACELA1482)

Lesson Outcome/intentions:

Students will understand that procedural texts are a way of communicating a sequence of actions/directions/steps.

Students will know that procedural texts must include: Goal/aim/materials/requirements/equipment, steps/method, evaluation (if needed), chronological order.

Students will be able jointly construct procedural texts.

 21

Code-breaker The emphasis is on decoding and encoding the codes, symbols and Text participant The emphasis is on comprehending and composing or making meaning f
conventions of written, spoken, visual and multimodal texts in response to contextual spoken, visual and multimodal texts
factors
Text user The emphasis is on understanding the purposes of different written, spoken, Text analyst The emphasis is on understanding that written, spoken, visual and multimoda
visual and multimodal texts and using texts in different ways for different cultural and neutral but represent particular points of view and silence others
social functions
How will I do this?
Lesson Outline:

Introduction:
Introduce activity and learning intentions.

Reflect on previous lessons:

Language features and structure (title, ingredients/requirements/equipment, method),
Action verbs start most sentences
Adjectives are used to add details
Nouns and noun groups are used in the listed materials/equipment
Conjunctions are used to show chronological order
Language related to direction and location are found
Procedures are written in present tense

Body:

Students will be given the option of Basil, or Rosemary. From their selections, students will be placed into small groups (2-3 students), and provided with an Ipad.
Students will then watch a short YouTube clip:

(Rosemary)Watch from 1 minute https://www.youtube.com/watch?v=0TIR6c3TH0E

(Basil) https://www.youtube.com/watch?v=le0w0O2Z3sM

Students to note:
Materials what do you need?
Method what do you do?

Students to create a procedural text joint construction - Propagating Rosemary or Propagating Basil in their small groups.

* Provide graphic organiser to students/small groups that are struggling to recall elements of structure of a procedural text. (Appendix C)

Teacher prompts:
What do you need to propagate a cutting?
What are the steps?
Why do we have to be specific with our language?
Why do we follow directions in order?
 22

Conclusion:
Students to hand in their group work procedural texts to be completed next lesson. (This allows for formative assessment to check for understanding and the opportunity to
provide extra support/differentiated tasks or groups in the following lessons).

NB. Students will have the opportunity to DO this activity this week (propagate a cutting) they will use their own procedure as a guide.

Building the field:

Previous knowledge from this unit: Procedural text structure, language features, tense.

Joint construction activities allow for collaborative production of texts, the teacher prompts provide the opportunity to gather information and give extra assistance when
needed. (Derewianka, Beverly & Jones, Pauline, 2012). This provides scaffolding to learners and increases readiness for the following lessons where students create their
own texts individually.

Resources:

Interactive whiteboard to display Youtube links (also helpful in case of problems with student Ipads/availability etc, can play on whiteboard)
Paper
Pencils
Graphic organisers

Teaching Strategy/Learning Activity:

Joint-construction: Allows collaboration and peer support, interactional scaffolding; students can build their field of knowledge through listening to other ideas and sharing.
For students still struggling with basic structural concepts they can be supported in small groups and encouraged to participate in a less threatening environment (rather
than in front of the class). The process of drafting and editing prepares students for the next lesson of independent text construction as they will require less support
(Derewianka, Beverly & Jones, Pauline, 2012).

Choice activity: Allows students to control their learning and choose their preference.

Teacher prompts: Provides the opportunity to gather information and give extra assistance when needed. (Derewianka, Beverly & Jones, Pauline, 2012).

Pre or post assessment strategies:

Assessment only through observation and anecdotal notes.

Any special considerations:

Students still grasping concepts of structure will be provided with a graphic organiser to scaffold their learning.
 23

What will students produce?

Students will produce a procedural text in small groups. The procedural text will be developed from a short video explaining the sequence and students will develop a text
using their knowledge of structure (title, equipment, method) and incorporate appropriate language (verbs/process) to begin sentences.

Reflection

What went well?

Were students supported enough during the activity?
Was the activity delivered at an appropriate time in the unit?
Did students have sufficient prior knowledge to complete the task?
Did the activity work well with groups of 2-3?
What would I change next time?
 24

BRIEF LESSON PLAN

BIG IDEA: Literature or text type Year Level: 3
Creating procedural texts: Learning Menu Learning menu
Lesson Number: 1 (week 4)

AC: English Standard:

Productive modes (speaking, writing and creating)

Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback
and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing.
They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their
writing, checking their work for appropriate vocabulary, structure and meaning.
AC: English content descriptors

Text structure and organisation

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) (ACELA1478)

Expressing and developing ideas

Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time
through tense (ACELA1482)

Creating texts
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 (ACELY1682)

Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)

Lesson Outcome/intentions:

By the end of this lesson students will be able to

Use language features of a procedural text (verb/action/process)
Write a procedure in present tense

Code-breaker The emphasis is on decoding and encoding the codes, symbols and
conventions of written, spoken, visual and multimodal texts in response to contextual
factors
Text user The emphasis is on understanding the purposes of different written, spoken,
visual and multimodal texts and using texts in different ways for different cultural and
social functions
Text participant The emphasis is on comprehending and composing or making meaning f
spoken, visual and multimodal texts
Text analyst The emphasis is on understanding that written, spoken, visual and multimoda
neutral but represent particular points of view and silence others
 25

Lesson Outline:

Introduction:
Introduce activity and learning intentions.

Reflect on previous lessons:

Revise Language features and structure

Action verbs start most sentences
Adjectives are used to add details
Nouns and noun groups are used in the listed materials/equipment
Conjunctions are used to show chronological order
Language related to direction and location are found
Procedures are written in present tense

Body:
Individual work - Students to choose a Main from the learning menu. (Appendix A)
Students will be developing and creating a procedural text based on their interests. They will incorporate their knowledge of structure and language features.

Bite-size Booklet
Gourmet Game Time
Recipe for Me
Tantalizing Treasure Map

Provide graphic organiser to students that need it.

Provide support to students with Aim, Method etc.

Teacher prompts
What will I need?
How will I do it?
What are the language features?
Am I being specific?
Do you need a graphic organiser?

Conclusion:
Students to hand up their work to be continued in the next lesson. Teacher to check work for understanding and identify students that still need support.

Building the field:

Prior knowledge purpose of text, language features, structure.

Students will be able to choose their activity based on interest.
 26

Resources:

Learning menu
Craft box
Cardboard
Tape

Teaching Strategy/Learning Activity:

Independent construction of a text is the final stage of the teaching and learning cycle, where students are able to take over greater responsibility for constructing their texts
(Derewianka, Jones, 2016). Throughout the unit students have been provided with the knowledge and skills on how to create an effective procedural text and should be
able to complete the task unassisted.
Recap previous lessons (scaffolding)

Pre or post assessment strategies:

The activity is intended for summative assessment; however, this lesson is the first of three where students can work on their piece so no formal assessment in this lesson.

Any special considerations:

Students with Learning difficulties or disabilities may require other mediums to present their text (eg. Orally)

Students still not achieving at an independent level can be assisted by an SSO this will need to be assessed in the previous lessons (check for understanding), they may
also be provided with a graphic organiser if need be.

What will students produce?

Students will independently construct a procedural writing piece based on their interests from the learning menu.

Reflection

Have I provided enough scaffolding for an independent task?

Have I given students enough time to complete the task?
Are the students engaged?
What could I do differently to assess learning?
 27

BRIEF LESSON PLAN

BIG IDEA: Literature or text type Year Level: 3
Reflection and peer review Summative assessment student procedural text
Lesson Number: 4 (week 4)

AC: English Standard:

Receptive modes (listening, reading and viewing)

By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how
language features, images and vocabulary choices are used for different effects.

Productive modes (speaking, writing and creating)

Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on
topics. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters.

Productive modes (speaking, writing and creating)

Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback
and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing.
They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their
writing, checking their work for appropriate vocabulary, structure and meaning. They write using joined letters that are accurately formed and consistent in size.

AC: English content descriptors

Creating texts
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 (ACELY1682)

Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)

Responding to literature
Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)

Text structure and organisation

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) (ACELA1478)

Expressing and developing ideas

Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time
through tense (ACELA1482)
 28

Lesson Outcome/intentions:

By the end of this lesson students will be able to

Use language features of a procedural text (verb/action/process)
Submit a procedure for summative assessment using correct structure, language features.

Code-breaker The emphasis is on decoding and encoding the codes, symbols and Text participant The emphasis is on comprehending and composing or making meaning f
conventions of written, spoken, visual and multimodal texts in response to contextual spoken, visual and multimodal texts
factors
Text user The emphasis is on understanding the purposes of different written, spoken, Text analyst The emphasis is on understanding that written, spoken, visual and multimoda
visual and multimodal texts and using texts in different ways for different cultural and neutral but represent particular points of view and silence others
social functions
Lesson Outline:

Introduction:
Introduce activity and learning intentions.

Reflect on previous lessons:

Class discussion -
What went well?
What could we change next time?
Have we answered our questions from the KWL chart?

Body:
Peer review students to bring final draft for peer review. Students will be asked to consider the structure and language features of each text.
Students peer review and edit their Main in pairs.
Opportunity for editing and final hand up (hard copy or email)

Reflection on learning As a class (record on whiteboard)

What do we know now?
What are the features of a procedural text?
How is it structured?
What language do we use?
Who reads it?

Conclusion:
Students to hand up their summative assessment (learning menu Main).
 29

Building the field:

Students should have a firm understanding on the purpose, structure, language features of procedural texts. They should be able to apply this knowledge to their own lives
in a real-world context.

Resources:

None required.

Teaching Strategy/Learning Activity:

Reflection Allows students to celebrate their progress and content covered. Allows students to demonstrate understanding of procedural texts and apply this knowledge
in their everyday life. Reflection allows student feedback on the unit areas to improve, note what worked well.
Pre or post assessment strategies:

Summative assessment of learning menu Main.(Appendix E)

Any special considerations:

Absenses
Students not finished their summative task (consider extending unit if substantial amount)

What will students produce?

Students will independently construct a procedural writing piece based on their interests from the learning menu.

Reflection

Have I provided enough scaffolding for an independent task?

Have I given students enough time to complete the task?
Were students engaged?
What could I do differently to assess learning?
Can students use their knowledge in the real-world?
 30

Appendix A.
 31

Appendix B.

*Please note not to

scale due to
formatting.
 32

Appendix C. PLAN FOR WRITING A PROCEDURE

FINISHED PRODUCT WILL BE:

INGREDIENTS/EQUIPMENT REQUIRED:

FIRST: THEN:

THEN: FINALLY:
 33

Appendix D.

EXIT CARD

What is the purpose of a procedure?

Why is the order important?

Give 3 examples of a procedural text

 34

Appendix E.
Assessment Rubric

SKILLS 1 2 3 4 5
Included appropriate
title
Listed
ingredients/equipment
Method in
chronological order
Used action verbs
appropriately
Used correct
grammar/punctuation
 35

References

Acres, F (2016). How to propagate Basil. Retrieved from: https://www.youtube.com/watch?v=le0w0O2Z3sM

Australian Curriculum and Assessment Reporting Authority. (2017). Foundation to Year 10 Curriculum: English. Retrieved from
http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#level3

Derewianka, Beverly & Jones, Pauline 2012, 'Introduction to a teaching learning cycle', in Derewianka, Beverly & Jones, Pauline, Teaching language in context, Oxford
University Press, South Melbourne, Vic., pp. 43-58.

Freebody P & Luke A (1990). Literacies programs: Debates and demands in cultural context. Prospect: Australian Journal of TESOL, 5(7) pp 7-16.

Khang, S (2015). Propagate Herbs - Propagating Rosemary From Cuttings. Retrieved from:https://www.youtube.com/watch?v=0TIR6c3TH0E

Williams, J. Fun with COOKING. Southwater. Anness Publishing Limited. New York, 1996. Pg 50.