LESSON PLAN

CONTEXTUAL DETAILS:
SCHOOL: Jervois Primary School
LESSON : Writing.
DATE: Tuesday 29th May, Week 5.
YEAR LEVEL / AGE RANGE: 6/7
ESTIMATED DURATION OF ACTIVITY: 30 minutes.
NO. OF STUDENTS: 21
LOCATION: Classroom

English/Writing – Exact Instructions Challenge.

→ Lesson Intention: Students will read out their procedural texts about ‘how to make a
sandwich’ in front of the class, while the teacher will follow the instructions and create the
sandwich.
CURRICULUM → This lesson, and the previous lesson, discreetly focuses on the concept of ‘precision’. The
teacher will find out if the students have written down their procedural steps precisely e.g.
OR LEARNING ‘lay the two slices of bread down flat on the bench, alongside each other’. If not, students
AREA will find out the concept of being ‘precise’ and why it is important in procedural writing
during this lesson, as the teacher will not be able to make the sandwich properly. If
& TOPIC students’ procedural texts are not precise enough, allow students to edit their writing for
five or so minutes.
→ Even though this procedural writing task has been based upon such a simple task, it
teaches and informs the students to be very specific with their instructions, especially for a
person who does not know how to make a sandwich.

LITERACY:
Creating Texts:
→ Plan and draft procedural texts, incorporating text structures and language features, images
and other resources appropriate to purpose and audience (ACELY1714).
Interacting with others:
BROAD → Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and
multimodal elements for define audiences and purposes, making appropriate choices for
OUTCOME modality and emphasis (ACELY1710).
LANUGAGE:
Expressing and developing ideas:
→ Identify and explain how analytical images like figures, tables, diagrams, maps, and graphs
contribute to our understanding of verbal information in factual, persuasive and procedural
texts (ACELA1524).

LITERACY:
Interacting with others:
SPECIFIC → Students will deliver an oral presentation to the class and teacher. One at a time, students will
LEARNING read out their procedural text (written in previous lesson) on ‘how to make a sandwich’.
→ Students will edit go back and edit their procedural text for coherence, correct sequence,
OUTCOME/S choice of vocabulary, dialogue and description. Students need to ensure their text is specific
and precise for their audience - a person who has no idea how to make a sandwich.

→ Over the past week, students have been learning about procedural texts. The students have
listened to a picture book being read to them. The book was called ‘How to catch a star’ and
it was a procedural text through the form of a picture book. The students undertaken a CBL
STUDENTS’ strategy ‘people, shelter, storm’ to help them understand the story and its sequence of events.
PRIOR The students analysed the text by identifying the ‘features’ e.g. goal, purpose, audience,
structure, word used, etc. In preparation for this lesson, the students created their own
KNOWLEDGE procedural text on creating a game for the R/1 students. The students incorporated the
features of a procedural text.
→ The last lesson focused on students writing a procedural text on ‘how to make a sandwich’.
 → Writing Books.
→ Ensure writing books are
ready to use. → Whiteboard and marker.
→ Collect ingredients to → Ingredients; slice bread, butter,
make sandwiches; slice vegemite, slice cheese, hundreds and
PREPARATION / bread, butter, vegemite, thousands.
ORGANISATION slice cheese, hundreds RESOURCES → Materials; gloves, chopping board,
and thousands. butter knife and sharp knife.
→ Collect materials; gloves, → Laptop and projector.
chopping board, butter → YouTube Clip; Exact Instructions
knife and sharp knife. Challenge.

PROCESS RESOURCES
What will I do? What will the students do? What skills and strategies will we use? What behaviour management strategies will I use?

INTRODUCE (BEGINNING):
→ Write on the whiteboard ‘Exact Instructions Challenge’.
→ Set up all the ingredients and materials onto a table in front of the class. Place two → Whiteboard.
seats near the table (one for the teacher, and other for the student who is speaking). → Whiteboard
→ Instruct students to take a seat at their desk. Marker.
→ Recap on the previous writing lesson by asking students what they did… → Ingredients; slice
bread, butter,
“What did everyone do in our last writing lesson?” – “What was the lesson intention?” – To vegemite, slice
write a procedural text on ‘how to make a sandwich’ for a person who doesn’t know how. cheese, and
5 hundreds and
MIN → Inform students about the context of the lesson today…
thousands.
→ Articulate that everyone will get a chance to read out their procedural text in front of
the class and to the teacher. Students will need to read out their text loud enough for → Materials;
everyone to hear. butter knife,
chopping
→ While the student is reading their procedural text (at a slow pace), the teacher will be board, knife
making their sandwich. Following the EXACT instructions, they have written down. and gloves.
→ During this, the other students must be listening to the speaker and taking in what they
say. The reason for this is that other students may pick up on mistakes made, and how
they can change their own text to make it work for the audience (teacher).
→ Enlighten students about the theme of this lesson while pointing to the board ‘Exact
Instructions Challenge’ - as students need to have precise instructions.

DEVELOP (MIDDLE):
→ Randomly select five students’ books from the basket to read their procedural text.
→ Allow the first student to come up and read their procedural text. Tell students to read
from the beginning of their text, which includes; reading out the title, the goal, the
materials, and then their instructions step-by-step.
→ While the student is reading their method, begin to make the sandwich. Perform
exactly what they have written! As this gives students a visual of how their procedural
text works and sounds to a different person. → Writing books;
15- choose five
20 *If students have written their text precisely and correctly, and has resulted in the teacher random students
making a sandwich correctly – the student get to eat the sandwich – MISSION COMPLETED to read out their
MIN – and the students do not need to edit their text, except to just observe and help others. procedural text.
*If the teacher is unable to make a students’ sandwich correctly, the student will need to go
back to their desk and edit their work.
→ Call up the next student to read out their procedural text.
→ Repeat the process until the five students have read out their text.
→ Ask the students in the class what they have learnt after hearing different procedural
texts, and after seeing the teacher follow the verbal instructions and ‘attempt’ to make
the sandwich.
 → Ask the students if they have anything to edit or change on their own procedural text.
As the students what they are going to edit/change on their own procedural text.
→ Are the students going to edit their work to make it sound more precise and exact?!
→ Hand out the rest of the writing books to the students.
→ Allow students 5 minutes to edit their work. This include individual work and
concentration so there should be no talking.
→ Ask students who would like to present next, and pick a student. Repeat the oral
presentation and making sandwich process again.
→ When finished call another student up to present. Repeat process again and again
until students need to edit their texts again.
→ If there is enough time in the lesson, repeat oral presentations and sandwich making.

CONCLUDE (END):
→ Laptop and
→ Conclude the lesson by engaging in the YouTube clip ‘Exact Instructions Challenge’ projector.
https://www.youtube.com/watch?v=cDA3_5982h8.
→ YouTube clip;
→ After the clip, ask the students what they have learnt during this lesson and the previous ‘Exact
5 lesson. Instructions
MIN → Inform the students that the whole reason they were doing this simple but challenging Challenge’.
task was to become more precise with their writing and understanding how important it → Writing books.
is for a text to be specific! Especially for a person who does not understand how to do
something! Now you will have something to take with you when you undertake another
procedural writing task – be specific!
→ Ask one student to collect the books and put them away.

DIVERSIFICATION:
How will the lesson be modified to support students with specific learning needs and students who complete tasks slowly / quickly?
Supported: Students are supported by their peers reading out their procedural text, and how they can change
their own text to make it sound more specific.
Extended: Students will be extended by going back to their procedural text and editing it to sound correct for
their audience follow.

ASSESSMENT OUTCOMES :
What assessment methods will be used to determine whether learning outcomes have been achieved?
Students will be formatively assessed on their ability to write a procedural text on ‘how to make a sandwich’.
This includes assessing on various concepts within their write ups; seeking if they have incorporated all the
features of a procedural text (that was talked about during the lesson), and their ability to write
specifically/precisely for their audience (a person who does not know how to make a sandwich).
Formative assessment will also be undertaken on students’ method and their description of steps. This appraisal
will occur during the time of making the sandwich – quick judgements on whether their sandwich can be made
correctly.

PLANNING FOR FUTURE LEARNING :

What follow-up learning activity / lesson will be provided for students to build on existing knowledge, skills and understandings, when this area / topic is revisited?

The following lessons will be student-centred and allow students to write their own procedural text on a topic of their
choice. Students will incorporate the features of a procedure in their own, and make sure their texts are precise and
specific for their intended audience.