Procedure texts

This unit will provide students with the knowledge and skills about constructing procedure texts to then apply in
their inquiry unit.

Year level: 2 Strand: Language Sub-strand: Text structure and organisation

Content descriptor:
Understand that different types of texts have identifiable text structures and language features that help the text
serve its purpose (ACELA1463)
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and
language features for familiar and some less familiar audiences, selecting print and multimodal elements
appropriate to the audience and purpose (ACELY1671)
Achievement Standard:
Students create texts, drawing on their own experiences, their imagination and information they have learnt.
Learning Intention: Success Criteria:
Students will explore the features of procedural Students will write their own procedure about a topic of
texts. their choice.
Students will write a procedure about their inquiry project.

Lesson notes/plan In class notes/results of lesson

Lesson 1 Responses to this question were interesting.

Group discussion/mini lesson- Most students associated the word with
- Ask students what they think a procedure text is. ‘text talk’ or something along the lines of
- Discuss with students different examples of procedure texts technology. One student eventually said that
(instructions, recipes, etc.) it sounds like the word ‘process’ which we
Independent task- then used for the rest of our discussion.
- In small groups, give students different types of procedure
texts and get them to identify the similarities. Students can I gave each group 2 examples to compare.
draw on pages if they need. However, as both examples were different
Group discussion/refection- types of procedures (eg. a recipe and
- Ask each group to identify one similarity, creating discussion instructions), they struggled to identify the
around their answer key features and any similarities.
- Project examples on IWB.
- Depending on student responses in discussion, encourage In the group discussion, most groups were
them to identify the four features able to identify that there were ‘steps’ which
- Title lead to the different names for ‘instructions’.
- What we need/Ingredients/Materials After displaying examples of board, I had to
- Instructions/Method/Steps ask leading questions to get them to identify
- Picture the other features.
*this could go anywhere
- Discuss the order that each of these features belong.
Transition to next lesson.
Upon reflection, I feel as though I made the
Resources/preparation: groups too big for each student to have the
• Different procedure examples (x2 per group) opportunity to speak. Next time, I will make
the groups smaller to ensure that all
• Pencils
students get to share their thoughts.
Differentiation: As this lesson involves students working in groups,
students will co-construct their ideas.

Professional Experience 4
Unit Plan
Lesson notes/plan In class notes/results of lesson

Lesson 2
Group discussion/mini lesson- Students were able to remember
- Revise previous lesson on procedures each of the four key parts of
- Ask students to recall different types of procedure texts procedure texts. They were also
- Ask students what the four key features of procedure texts are- write able to make connections with
on board procedure texts that they use in
- Describe task to students their everyday lives such as recipes
Independent task- and game instructions.
- Students will return to their desks where they will find different parts
of a procedure text Many of the students completed
- Students are to order the procedure text according to how we the task quickly so I challenged
discussed in mini lesson. them to write why they think each
- Once completed, glue into writing book. section is for. Since we had not
- Early finishers: identify and write in books what each section is and its discussed it as a class, most
purpose (eg. the ingredients list tells us what we need in order to make students were able to articulate
the recipe) the purpose of each section clearly.
Group discussion/reflection-
- Reflect on task with students
- What was challenging?
- After this discussion, is there anything you would change?
Transition to next lesson

Resources/preparation:
• Different procedure examples (print and cut out)
It was interesting to see the results
• Place procedure texts on each students’ desks in preparation for
of this differentiated task. All
lesson
students were able to order the
• Writing books
text, however, the student with the
• Glue
game instructions had some
• Pencils
difficulties positioning the sections
Differentiation:
titled ‘about this game’ or ‘how to
The use of different types of procedures is intentional based on student
win’. I reassured these students
ability. When placing the texts on desks, some students will have a recipe
that there was no right or wrong
which follows the exact order as discussed. Other students will receive a set
answers and that I just wanted
of game instructions with additional information on it to challenge them.
them to have a go.

Professional Experience 4
Unit Plan
Lesson notes/plan In class notes/results of lesson

Lesson 3
Group discussion/mini lesson Students enjoyed the task where
- Revise previous lessons on procedures they had to instruct me how to
- Ask students to recall different types of procedure texts drink from my water bottle. In this
- Ask students what the four key features of procedure texts are- write task they realised how specific they
on board need to be.
- Provide example of describing a procedure with students (opening a
water bottle or opening a door). Ensure students are being detailed. All students were engaged in
- Describe task to students writing their procedures,
Independent task- unfortunately I didn’t get to read
- Using template given to them, students write their own procedures of all of them.
something that they did this morning (brushing teeth, making breakfast Note: collect their books to read
etc.) them.
Group discussion/reflection-
- Ask students what they wrote their procedure about Unfortunately, we did not get a
- Pick a couple of students to share their writing chance to reflect or share our
Transition to next lesson. writing as the lesson went longer
than expected and it was time for
Resources/preparation: break 1.
• Procedure template (one per student)
• Pencils
Differentiation:
Extending- encourage students to be specific in each step and use strong
verbs
Enabling- students can draw each step

Professional Experience 4
Unit Plan
Lesson notes/plan In class notes/results of lesson
Lesson 4
Group discussion/mini lesson
As we had revised the structure a few
- Revise previous lessons on procedures times now, students were easily able
- Ask students to recall different types of procedure texts to recall the structure and their
- Ask students what the four key features of procedure texts are- purpose.
write on board
Independent task- Upon reflection, it would have been
- Student continue their procedures from previous lesson beneficial for the students to give their
- If they think they have finished, proofread and see if they have procedure to another student to see if
added enough detail. they had given detailed instructions
- Once completed, students write procedure on brushing their teeth. (or for some, try act it out). I often
Group discussion/reflection- found myself challenging the students
to write more as their steps didn’t
- What did you find challenging?
include enough detail.
- Did you have all the materials listed on your procedure?
- Do you think you added enough detail? As I didn’t get a chance to in the
- Ask some students to share their work. previous lesson, I made sure there was
Transition to next lesson. enough time to reflect and share some
of the procedures that students had
Resources/preparation: written. Hopefully, by hearing some
• Procedure template (one per student) examples, the students will begin to
• Pencils make further improvements to their
Differentiation: writing.
Extending- encourage students to be specific in each step and use strong
verbs
Enabling- students can draw each step

Professional Experience 4
Unit Plan
Lesson notes/plan In class notes/results of lesson
Lesson 5
Group discussion/mini lesson
As the students were already
- Revise previous lessons on procedures familiar with procedure texts and
- Ask students what the four key features of procedure texts are- write they understood their inquiry topic,
on board this lesson went quickly and
- Revise previous lessons in Inquiry lessons smoothly.
- Todays task is to write a procedure about your solution for your
resource issue (about how it works, not how to make it). Some students needed further
Independent task- prompting to add more detail,
- Students write a procedure about the solution that they designed in however, overall the quality of
their inquiry unit. their procedures was quite high.
- Write the procedure first, then do drawings to support your text.
Group discussion/reflection- Being a topic that they have been
- What did you find challenging? working on for a while (procedures
- Did you have all the materials listed on your procedure? and the inquiry unit) the students
were highly engaged in the task as
- Do you think you added enough detail?
they were passionate about what
- Ask some students to share their work.
they were writing. This
Transition to next lesson. demonstrates the importance of
integrating different learning areas
Resources/preparation: within lessons.
• Procedure template (one per student)
• Pencils
Differentiation:
Extending- encourage students to be specific in each step and use strong
verbs
Enabling- students can draw each step

Professional Experience 4
Unit Plan