Procedural writing

Time of lesson Duration of lesson 50 mins Class size 20 Lesson 1: Topic and focus: Procedural text - To re-familiarise all students with procedural text. 2:20 - 3:10 Year level 6 Supervisor Linda White

Lesson 2: - looking at the same piece of writing from lesson 1, identifying the key features of the procedural text: * Goal or aim * Materials * Method * Evaluation AND Language features: * Written in present tense * Focuses on generalized people rather than individuals (eg. First you take instead of first I take) * Each step begins with a command action verbs (cut, fold, twist, hold) Lesson 3: - Plan to write their own procedural text using goal/aim, materials, method and evaluation.

VELS strands. Level: 4 Discipline based learning

Domains English

Dimensions Writing

Key elements of standards to which lesson is focused Students produce, in print and electronic forms, a procedural text using structures and features of language appropriate to the purpose, audience and context of the writing. Students identify and use action verbs. Students employ a variety of strategies for procedural writing, including using models, planning, editing and proofreading.

Assessment criteria and method of evaluation Standards Students are aware of structures and features of language appropriate to the purpose, audience and context of procedural writing.

Students identify and use action verbs.

Assessment criteria Assessment for learning: * can students re-arrange a procedural text into its correct order? * can students label and highlight important features of a procedural text including goal, materials, method and evaluation? Also action verbs? Assessment for learning: * Can students highlight the action verbs in the method section of the procedural text? Assessment of learning: * can students use appropriate planning models for procedural writing? * can they transform their plan into a draft? * can they proof read and edit effectively?

evidence Lesson 1 / 2. Re-arranging activity and labelling and highlighting activity.

Lesson 1 / 2. Labelling / highlighting activity.

Students use models, planning, editing and proofreading.

Lesson 2 / 3. Writing pieces (plans, drafts, good copies)

Lesson 1 Stage of Lesson Introduction

Activity What is a procedural text? - What do you know about procedural texts? - What is the purpose of a procedural text? - BRAINSTORM, what are some examples of procedural texts? Interactive white board writing fun - looking at the features of different examples. Goal, materials, method. Re-arrange a procedural text - students must cut out and paste a procedural text example in the

Time 5 mins

Student action - Seated, brainstorming.

Teacher action - prompting brainstorming.

Body of lesson

10 mins

- seated pointing out different features. - students cutting and pasting the text.

- guiding students.

20 mins

- guiding and monitoring students.

correct order. Once students have correctly pasted the procedural text. They must label the goal, materials and method sections. * early finishes go on with year book writing. Group correction of correct order for activity As a group, students correct their final procedural writing products and discuss reasons for pasting pieces where they did. - Comment on behaviour good / bad. - clean up classroom.

Conclusion

5 mins

- seated talking about their final products.

- guiding students.

Closure

5 mins

- instructing students.

Lesson 2 Stage of Lesson Introduction

Activity Re-visit lesson 1 - What are the main features of a procedural text? Language features of a procedural text - present tense. What is present tense? Examples? - Each step begins with a command action verb. What is a verb? (conveys an action read, walk, play) Examples? - focuses on general people rather than a specific individual. Would you say / write I cut out the bird. Or you cut out the bird? Highlighting verbs in the text from lesson 1. Students highlight the verbs in the passage. Focus groups x 3 Groups of 5 to 7 students given 5 mins each to use clarify what a verb is. Using

Time 10 mins

Student action Seated, brainstorming.

Teacher action - guiding instructing.

Body of lesson

20 mins

Seated, highlighting.

Monitoring students. Working with focus groups.

http://www.kyrene.org/schools/brisas/sunda/verb/1atest.htm * Early finishes go on with year book writing.

Conclusion

Closure

Group correction of highlighted verbs As a group, students correct their highlighted verbs in their procedural writing products and discuss why they believe it is a verb. - Comment on behaviour good / bad. - clean up classroom.

5 mins

- seated talking about their final products.

- guiding students.

5 mins

- instructing students.

Lesson 3 Stage of Lesson Introduction

Activity Planning to write a procedural text - what are the main features of a procedural text? - show planning template and explain it. Brainstorm ideas of what they can write a procedural text for Students plan their procedural text Students use template to help them. * Early finishes can begin on their draft.

Time 10 mins

Student action - seated, brainstorming.

Teacher action - explain template

Body of lesson

30 mins

Seated.

Monitoring students.

Conclusion Closure

- Comment on behaviour good / bad. - clean up classroom.

5 mins

- instructing students.