Christie Jensen

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ENGLISH UNIT PLAN

Topic or Theme: Instructions and procedures

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

Relevant Achievement Standard (receptive and/or productive modes):

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.
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Learning intentions (What new knowledge or skills will students have as a result of engaging with this learning?



The students will be developing their skills in procedural writing by being Code Breakers, Text Users and Text Participants. (Luke & Freebody 1990).

Students will understand that a procedural text has particular structures and features.

Students will develop an understanding of the purpose and structure of a procedural text.

Students will analyse the different words and word structures used in a procedural text.

Students will know that in order to be properly understood, procedural texts should be created and read in chronological order.

Students will be able to do identify the language features that are used in a procedural text. These include action verbs, adjectives to add more detail, nouns in the list of
equipment/ingredients required for the procedure, language related to direction, and also using the correct tense in a procedure (present).

Students will be able to create their own procedural text using the correct language features.

Students will be able to edit and re-edit their own work as well as peer reviewing and editing others’ work.
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WEEKLY TIMETABLE:

Time Monday Tuesday Wednesday Thursday Friday

9:00 – 9:45
Handwriting English

9:45- 10:35

English English English

10:35-
11:05

Recess Time

11:30-
12:20

12:20- 1:05

Lunch Time
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1:50- 2:05 Reading or silent drawing Reading or silent drawing Reading or silent drawing

2:05-2:50
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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
Lesson 1: Introduction to Procedural texts. (Receptive lesson)
1
▼ Learning outcomes: Ingredients to make a
sandwich - teacher to have
T
Students will understand the structure of a procedural text. ingredients prepared Understand how different types of
E
before the lesson. texts vary in use of language choices,
A
C Students will know the importance of being specific with their language. depending on their purpose
H and context (for example, tense and
Lesson focus: What is a procedural text? types of sentences) (ACELA1478 -
Scootle )
Activities:
Students to direct teacher on how to make a sandwich. As the class directs teacher,
teacher is to do exactly what they say. (To show the importance of being specific with Draw connections between personal
language) experiences and the worlds of texts,
and share responses with
Questions to ask prior to beginning: others (ACELT1596)
What are the ingredients? What do I need to make a sandwich?

Questions to ask during:

What is the method, how do I make a sandwich?

If a student says to “put the butter on the bread”, teacher will place the tub of butter General capabilities:
on the bread. Students will need to use specific language such as “spread one small
scoop of bread on the butter.” Literacy

Co-construct a written procedure about how to make a sandwich. Critical and Creative Thinking
Focus on the structure of a procedural text. (aim, materials, ingredients, method)
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Key questions:
Where have we seen procedures before? What types of procedures are there?
What did you notice about the procedure?
What do we need to remember when we are writing a procedural text?

Lesson 2
2
Learning outcomes: Content descriptors:
Students will be able to do identify the language features that are used in a procedural
text. These include action verbs, adjectives to add more detail, nouns in the list of Understand how different types of
equipment/ingredients required for the procedure. texts vary in use of language choices,
depending on their purpose
Students will analyse the different words and word structures used in a procedural text and context (for example, tense and
such as mix, stir, spread. types of sentences) (ACELA1478)
“Kids in the Kitchen” Health
Department of Western
Lesson focus: What are the language features of a procedural text. (Receptive lesson) Australia Understand that verbs represent
different processes, for example doing,
Recap on previous lesson - structure of procedural text, important features to thinking, saying, and relating and that
↕ remember. these processes are anchored in time
through tense (ACELA1482 - Scootle )
E Explicit teaching:
X Explain that procedural writing includes using action verbs that help begin sentences in
P procedures, as well as adjectives to explain in more detail, how nouns are used to list
L ingredient/equipment and writing the steps in chronological order.
O General capabilities:
R Teacher to use an example of a procedure to highlight language features. (Kids in the
E Kitchen) Literacy
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As a class, identify and underline the verbs in the procedure. Critical and Creative Thinking

Teacher to then give out verb flashcards. Students to get into groups of 3 and sort the
cards into verbs that can be used in a procedure and verbs that are not generally used
in a procedure.

Key questions:
What did we learn about verbs?
What are the important language features of a procedural text?
What questions do you have?

Lesson 3
3
Learning outcomes: Draw connections between personal
experiences and the worlds of texts,
Students will be able to identify the language features that are used in a procedural text. and share responses with
These include language related to direction, using the correct tense in a procedure others (ACELT1596)
(present) and being specific.
Blindfolds (tea towels)

Lesson focus: Using language related to procedural texts. (Productive lesson) Understand how different types of
Recap on previous lesson – language features of a procedural text texts vary in use of language choices,
depending on their purpose
Students to work in pairs, one person is the person being directed – they are and context (for example, tense and
blindfolded. The other person is the one directing the blindfolded person from the types of sentences) (ACELA1478)
classroom to the front office. Students are to use directional, procedural language.
Swap.
General capabilities:
Key reflective questions when students return to the class:
What language did you use to direct your partner? What words did you use? Literacy
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How did it feel to be the blindfolded one? How did it feel to be the one directing?
Personal and social capability
Class to develop a procedural text about how to get to the front office. Allow class to
develop the text, teacher to prompt and write on the board. (Joint construction) Critical and creative thinking

Class reflection on the activity.

Lesson 4
4 Content descriptors:
Learning outcomes:
Plan, draft and publish imaginative,
G Students will understand that a procedural text has particular structures and features. informative and persuasive texts
R demonstrating increasing control
O Students will understand the purpose and structure of a procedural text. over text structures and language
U features and selecting print, and
P Students will be able to create procedural text on either planting compost or making multimodal elements appropriate to
▼ cactus compost using the correct language features, in a small group. the audience and purpose (ACELY1682)

Lesson focus: Writing a procedural text together – Joint construction (Productive Understand how different types of
lesson) YouTube clips texts vary in use of language choices,
Cactus compost: depending on their purpose
Recap on previous lessons – https://www.youtube.com and context (for example, tense and
Language features are used in procedural texts (action verbs, adjectives, nouns) /watch?v=8s9Jq7qbfA0 types of sentences) (ACELA1478)
The importance of writing method in chronological order Basil:
Writing procedural texts in present text https://www.youtube.com
Structure of a procedural text (aim, ingredients/equipment, method/steps) /watch?v=kWBqCcRrsQA
General capabilities:

Students will work in small groups (3 or 4) and watch a video about planting basil or Literacy
making cactus compost.
Personal and social capability
Cactus compost: https://www.youtube.com/watch?v=8s9Jq7qbfA0
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I Basil: https://www.youtube.com/watch?v=kWBqCcRrsQA Procedural text template if Critical and creative thinking

N required (appendix A)
D Students to record what materials they need, and what the method is.
I
V Create a procedural text in their small groups. If students are struggling with the layout,
D teacher to provide a template. (Appendix A)
U
A Key questions to address in the procedural text:
L What do you need to grow basil or make cactus compost?
What are the steps?
Why do we need to do these steps in the right order?
Why do we need to be specific when explaining the method/steps?

Students to hand up procedural text at the end of the lesson as formative assessment.
This will allow teacher to gauge student understanding.

Lesson 5 Content descriptors:

5 Learning outcomes: Plan, draft and publish imaginative,

Students will be able to create their own procedural text using the correct language informative and persuasive texts
features. They will have a choice of two options for this text. demonstrating increasing control
over text structures and language
Students will understand that a procedural text has particular structures and features. features and selecting print, and
multimodal elements appropriate to
the audience and purpose (ACELY1682)
Lesson focus: Creating a procedural text individually. (Productive lesson)
The aim of this lesson is for students to develop a procedural text individually, using the
correct structure and language features. Understand how different types of
texts vary in use of language choices,
Recap on previous lessons – depending on their purpose
Language features are used in procedural texts (action verbs, adjectives, nouns)
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The importance of writing method in chronological order and context (for example, tense and
Writing procedural texts in present text Smart board types of sentences) (ACELA1478)
Structure of a procedural text (aim, ingredients/equipment, method/steps)

General capabilities:
Students have the choice of two activities. The finished product of these activities will
be summative assessment. Teacher to have both activities and the explanation on the Students to have workbook Literacy
board for students to refer back to. The activities are: and pencil
Critical and Creative thinking
1. Create a recipe for your morning routine. You must include what you need in
the morning and the steps in which you get ready.
Template if required
2. Create your own treasure map. You must write instructions about how to get to (Appendix A)
the treasure. You must write a list of the different places or items on your
treasure map, and steps of how to get to the treasure. Must include (but is not
limited to): people, water, land, river, bridge, trees, treasure chest.

Provide template to students if required. (Appendix A)

Key questions to record in books when finished the procedural text:

Is my procedure specific?
Did I use the correct language features?
Lesson 6 Content descriptors:
6
Learning outcomes: Whiteboard Re-read and edit texts for meaning,
Students will be able to edit and re-edit their own work as well as peer reviewing and appropriate structure, grammatical
editing others’ work. Review sheet for students choices and punctuation (ACELY1683 -
to review peer work Scootle )
Lesson focus: Peer review of procedural texts and reflection on unit. (Productive lesson) (Appendix B)

Students are to get into pairs with their procedural text. They are to swap their work
and edit and review their partners text, identifying any errors in language and structure. General capabilities:
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Students then have an opportunity to edit and make changes to their work if necessary. Literacy

Whole class reflection on unit: Teacher to record answers on the whiteboard to use for Personal and social capability
further personal reflection)
What do we remember about procedural texts?
What are the language features used in a procedural text?
What is the structure of a procedural text?
What is important to remember about them?

Students hand up their final procedural text as summative assessment.

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LESSON PLAN #1
BIG IDEA: Literature or text type Year Level: 3
Instructions and procedures Procedural writing

Lesson Number: 1
Receptive lesson
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 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.

AC: English content descriptors and elaborations

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 -
Scootle )

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

Lesson Outcome/intentions:

Students will understand that a procedural text has particular language features.
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Students will understand the purpose and structure of a procedural text.

Students will know the importance of being specific with their language

What will students’ produce?

Students will co-construct a procedure about how to make a sandwich. This will be done as a class and will be teacher led. Students will also pr

Code-breaker The emphasis is on decoding and encoding the codes, symbols Text participant The emphasis is on comprehending and composing or making meaning
and conventions of written, spoken, visual and multimodal texts in response from written, spoken, visual and multimodal texts
to contextual factors
Text user The emphasis is on understanding the purposes of different written, Text analyst The emphasis is on understanding that written, spoken, visual and
spoken, visual and multimodal texts and using texts in different ways for multimodal texts are not neutral but represent particular points of view and silence
different cultural and social functions others
Building the field: Which part of the Lesson organisation and Teaching Strategy/Learning Activity: Resources: (List what
Teaching and Learning cycle is this introduction: (How do I set the (What will the students be doing? What will I as teacher be you will need to have on
lesson? What key things do I need to do: scene or explain the importance doing?) hand for your lessons)
model, group or independent rehearsals? of this lesson. i.e. connect to
themes and organise the class)

Teacher will be modelling the text by
firstly co-constructing a procedure on
how to make a sandwich with the class to
show how one is structured. Teacher will
then model by actually making a
sandwich - doing exactly what the
students have said to do. This allows the
opportunity for students to learn the
importance of structure and language
choice. (importance of being specific
chronological order, etc)
Lesson focus: What is a
procedural text?
Begin by explaining that this unit
is about procedural writing. Ask
students:
What types of things are
procedures?
Where have you seen a
procedure before?
Ingredients for a
Students to direct teacher on how to make a sandwich. As the sandwich – butter,
class directs teacher, teacher is to do exactly what they say. (To bread, cheese, ham,
show the importance of being specific with language) cucumber, mayonnaise.
Eg. If a student says to “put the butter on the bread”, teacher Knife and plate
will place the tub of butter on the bread. Students will need to
use specific language such as “spread one small scoop of bread Whiteboard
on the butter.”
Exit card (Appendix C)
Do not be specific when asking questions – simply ask “What do
I need to make a sandwich? What do I do with this?”
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State the learning outcomes to
the students for the whole unit,
and then the learning outcomes
for the first lesson. (Have these
displayed don the smartboard.)
Teaching strategy: Students will be able to understand that
without structure, being specific, correct language choices and
chronological order a procedure will not be successful.
Class discussion about the activity:
What did you notice about the procedure?
What do we need to remember when we are writing a
procedural text?
How could we change the procedure?

Explicit teaching about structure, wording choice, being specific

and chronological order.

Class to co-construct a written procedure about how to make a

sandwich using the new information. This will be teacher-led.

Focus on the structure of a procedural text. (aim, materials,

ingredients, method)

This allows for teacher involvement, helping to build the

students’ field of knowledge. (Scaffolding) )

Students to then complete exit card. (Appendix C)

.
Pre or post assessment strategies:

- Observation of student responses

- Anecdotal note taking
- Exit card to discover if students have understood the content.

Any special considerations:

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This lesson is oral and therefore if students are beginning to struggle to concentrate, have a brain break.
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LESSON PLAN #2
BIG IDEA: Literature or text type Year Level: 3
Instructions and procedures Creating a procedural text individually

Lesson Number: 5 Productive lesson

AC: English Standard: (highlight relevant)

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 and elaborations (secondary, helps you think about how you will meet the standard)

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)

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)
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Lesson Outcome/intentions:

Students will be able to do identify the language features that are used in a procedural text. These include action verbs, adjectives to add more detail, nouns in the list of
equipment/ingredients required for the procedure, language related to direction, and also using the correct tense in a procedure (present).

Students will be able to create their own procedural text individually using the correct language features and structure.

What will students’ produce?

Students will produce a procedural text individually, using the correct structure and language features.

Code-breaker The emphasis is on decoding and encoding the codes, symbols Text participant The emphasis is on comprehending and composing or making meaning
and conventions of written, spoken, visual and multimodal texts in response from written, spoken, visual and multimodal texts
to contextual factors
Text user The emphasis is on understanding the purposes of different written, Text analyst The emphasis is on understanding that written, spoken, visual and
spoken, visual and multimodal texts and using texts in different ways for multimodal texts are not neutral but represent particular points of view and silence
different cultural and social functions others
Building the field: Which part of the Lesson organisation and Teaching Strategy/Learning Activity: Resources: (List what
Teaching and Learning cycle is this introduction: (How do I set the (What will the students be doing? What will I as teacher be you will need to have on
lesson? What key things do I need to do: scene or explain the importance doing?) hand for your lessons)
model, group or independent rehearsals? of this lesson. i.e. connect to
themes and organise the class)

This stage of the learning cycle is
independent construction. Through the
numerous procedural text created as a
class and together in pairs, this stage of
the learning cycle allows students to take
Recap on previous lessons:
- Language features are
used in procedural texts
(action verbs, adjectives,
nouns)
Teacher to explain to the students what activities they will be
completing. (Scaffolding) Smartboard
Students have the choice of two activities. Outline of the different
activities on smartboard

greater responsibility for constructing
their texts. (Derewianka, Jones, 2016).
As this lesson is almost at the end of the
unit, students will be working
independently to construct their own
procedural text on either a treasure map
or their morning routine. Students should
be able to do this unassisted, but teacher
will assist students who do need help.
A key scaffolding strategy at this stage of
the learning cycle is to provide explicit
instructions to guide the students’
procedural text. (Derewianka, Jones,
2016).
- The importance of writing Teacher to have both activities and the explanation on the
method in chronological
order
- Writing procedural texts
in present text
- Structure of a procedural
text (aim,
ingredients/equipment,
method/steps)
This will be the only part of this
lesson that will be done as a
group is the recap. Students will
then be given the task and will be
working independently.
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board for students to refer back to.
Template for students if
The activities are: required (Appendix A)
1. Create a recipe for your morning routine. You must IPad for students if
include what you need in the morning and the steps in required.
which you get ready.
2. Create your own treasure map. You must write
instructions about how to get to the treasure. You must
write a list of the different places or items on your
treasure map, and steps of how to get to the treasure.
Must include (but is not limited to): people, water, land,
river, bridge, trees, treasure chest.
Provide template to students if required. (Appendix A)
Key questions to record in books when finished the procedural
text:
Is my procedure specific?
Did I use the correct language features?
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Pre or post assessment strategies:

The procedural texts that the students produce will be used as a summative assessment piece. They will have an opportunity to edit their work, as well as have their work
peer reviewed and assessed in the next lesson, prior to handing it up for assessment.

Procedural writing text to be assessed against the rubric in Appendix D.

Any special considerations:

Students still grasping the structure and language features of a procedural text will be provided with a graphic organiser to scaffold their learning.
Students who struggle to write may use other mediums to record their work. Eg. Video record on the iPad, voice record.
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Appendix A.
MY PLAN FOR WRITING A PROCEDURE

I will be:

Ingredients/equipment I will need are:

-
- -
- -
- -
-
Steps/method:
FIRST

THEN

THEN

LASTLY
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Appendix B.
PEER REVIEW

Peer reviewer name:

Editors name:

2 things I liked about this text:

2 pieces of advice I have:

Check for the following:

Are the ingredients/equipment listed? YES/NO

Is the method written in chronological order? YES/NO

Are the steps specific? YES/NO

Has the correct language been used? YES/NO

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Appendix C.

Exit card

Why is being specific with a procedure important?

Why is order important?

What is one question you have?

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Appendix D.

CRITERIA: 1 2 3 4 5
Included title

Listed ingredients and

equipment

Method/steps are in
chronological order

Appropriate procedural
writing language has
been used (specific
language, correct action
verbs)
Used correct
grammar/shows
evidence of editing their
work
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References:

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.

Desert Plants of Avalon (2013) “How to make Cactus & Succulent plant soil in 3 easy steps.” Retrieved from: https://www.youtube.com/watch?v=8s9Jq7qbfA0

Health Department of Western Australia (1998) “Kids in the Kitchen” Eat Well SA, Adelaide.

Learn how2 (2014) “How to grow basil from seed.” Retrieved from: https://www.youtube.com/watch?v=kWBqCcRrsQA