UNIT PLANNER

Pre-service Teacher name: April Perkins Highlight planning process: Date:

Planned collaboratively with ST
Planned collaboratively with peer
Year level/ age range & number of students: Year 2, Planned independently based on ST lessons
26 students Planned Independently

Unit title:
Procedure Writing
Learning area and outcomes: (E.g. English, Mathematics, Science, Health & Physical Education, Humanities & Social Sciences, The
Arts, Technologies and Languages & Australian Curriculum links)
 Understand that different types of texts have identifiable text structures and language features that help
the text serve its purpose (ACELA1463 - Scootle )
 Understand the use of vocabulary about familiar and new topics and experiment with and begin to make
conscious choices of vocabulary to suit audience and purpose (ACELA1470 - Scootle )
 Discuss different texts on a similar topic, identifying similarities and differences between the
texts (ACELY1665 - Scootle )
 Listen for specific purposes and information, including instructions, and extend students’ own and others'
ideas in discussions (ACELY1666 - Scootle )

General capabilities consideration: literacy, numeracy, ICT, critical & creative thinking, ethical understandings,
intercultural understandings, personal & social capabilities
Cross-curricula consideration: ATSI, Asia & Aust engagement with Asia, Sustainability

Student diversity consideration: students with disability, gifted and talented students, students for whom EAL/D
Learning intentions: (Descriptions of what learners should Success criteria for students: (clear and specific
understand and be able to do by the end of a learning period, measures of how students have met the learning intentions,
the ‘what and why’ of the learning task: ‘We are learning to i.e. how they are going with the task, this can include both
…. (learning intention ‘what) so that we can …… (learning learning content and strategies; ‘I know that I can do this
intention ‘why’)) when I have..)
 Students should be able to demonstrate the  Students are to create a procedural text
text structure and language features of a with materials/ingredients and a method/
procedural text. steps.
 Students are to identity text elements to
compare procedural texts.
Formative assessment: Summative assessment:
Prior knowledge assessment task (cold task)- (hot task)
Students write a procedure on ‘how to wash their Students to write a procedural text.
hands’.
Assessing students’ abilities, knowledge, and gaps
in learning.

Range of teaching strategies: preparation/ organisation/ resources:

(What range of teaching strategies will I use and so what resources will I need for the students to engage in the activity? Where
will I access the resources from?)

Differentiation: (Are there any students that I need to personalise the activity for)

Specific student needs: learning/ behaviour Adjustment and considerations

-Reward system for listening in the background -Extension activities for fast finishers and high achievers.
-Writing amount expectation variation for different
abilities

UNIT TIMETABLE
(Weekly overview – brief detail only – use to determine time-frame etc)
WEEK BEG. MON TUES WED THURS FRI
Week 7 Cold task School Closure
Introduction to
procedure.
‘How to (do or
make)”
(Procedure poster)
Week 8 Listen and follow Sports day Sequence activity
instructions (focus on
(focus on explicit sequencing)
detailed instructions) (Underline doing
words)
Week 9 Pupil Free Write a procedure- Hot Task
Fairy bread Students write a
(Focusing on procedure to
feedback sheet. What demonstrate their
can I do to improve?) understanding
SEQUENCE OF LESSONS/ LEARNING EXPERIENCES
Lesson Main Check for
sequence Learning Experiences Resources learning/
Focus Assessment
Explain what a procedure is. Students to complete a cold task on Procedure Formative
‘How to wash your hands’ poster assessment
- Cold Task Draw images on the back as steps for fast finishers. -Checking for
- Criteria of students’ prior
procedure Call students back to floor to go through the poster and knowledge and
expectations/ success criteria of procedure writing understanding
of procedure
-Detailed and Read out procedure 1 steps to students. Students to follow Procedure
explicit instructions to create picture. prompt stories.
instructions Read out procedure 2 steps to students. Students to follow
instructions to create picture.
(possibly 2 Compare the two texts as a group verbally as a group.
lessons) Individually highlight the details in text two that make it clear.
-Sequencing Students are to sequence and organise the procedure into correct Sequence sheet
-Verbs order of steps. Workbooks,
Feedback sheet glue, scissors
- Organise work into correct order and structure Feedback sheet
- how many verbs were used in this procedural text? Underline them
in colour
Students to talk teacher through the procedure of creating fairy Prepared fairy
What do I need to
spread. bread for class
improve? Self-
Students to write a procedure for making fairy bread. Students to (some with
editing and
mark against success criteria and feedback. Focusing on what have I plain butter)
feedback
done well and what do I need to do to improve my learning.
(possibly 2
lessons)
Students to write a procedural text on ________ Summative
-Checking for
Hot task
students
Assessing for
understanding
learning
of procedure
writing
EVALUATION & REFLECTION: How effective was this unit?

Students
Level of Engagement
low high
Challenge for students
low high
Achievement/progress towards goals
low high
All learners catered for
no yes
Future teaching suggestions: What information did this unit provide about the future teaching/learning needs of these
students?

Assessment
difficult to carry out easy to carry out
allowed for range of student
unrelated to outcomes responses

Student feedback:

Supervising Teacher feedback:

Pre-service teacher evaluation: If you were to use this unit again, what changes would you make?