PROCEDURE WRITING

STUDENTS LEARN TO WRITE AND ANALYSE PROCEDURAL TEXTS

Language:
• Understand that the starting point of a
sentence gives prominence to the message
in the text and allows for prediction of how
the text will unfold (ACELA1505)
• Understand how texts vary in purpose,
structure and topic as well as the degree of
formality (ACELA1504)
ACARA LINKS
Literacy:
• Re-read and edit student’s own and other’s
work using agreed criteria for text structures
and language features (ACELY1705)
• Identify and explain characteristic text
structures and language features used in
imaginative, informative and persuasive texts
to meet the purpose of texts (ACELY1701)

• Investigate how the organisation of texts into
chapters, headings, subheadings,
homepages and subpages for online texts
and according to chronology or topic can
be used to predict content and assist
navigation.
• Explain sequences of images in print texts
and compare these to the ways hyperlinked
digital texts are organized, explain their
effect on viewer’s interpretations
(ACELA1511)
• Understand the use of vocabulary to express
greater precision of meaning, and know that
words can have different meanings in
different contexts (ACELA1512)
• Use a range of software including word
processing programs with fluency to
construct, edit and publish written text, and
select, edit and place visual, print and audio
elements (ACELY1707)
• Plan, draft and publish imaginative,
informative, and persuasive texts and
multimodal texts, choosing text structures,
language features, images and sound
appropriate to purpose and audience
(ACELY1704)
• Plan, rehearse and deliver presentations for
defined audiences and purposes
incorporating accurate and sequenced
content and multimodal elements
(ACELY1700)

General Capabilities:
• Literacy.
• Personal, Social Capability.

Cross Curricular Links:

• Guided Reading – Procedural texts.
• Science – Solids, Liquids & Gases.
• Visual Arts – Create tessellation artwork, following the procedure.

Thinking tools:
• Gradual Release Responsibility.
• Conferencing.
• Questioning.

WEEK FOCUS LEARNING EXPERIENCE RESOURCES ASSESSMENT

Lesson Students are Warm Up: Sticky Notes Sticky Note
1 introduced to Class ‘Sticky Note’ Brainstorm: What is Print Questions as Brainstorm –
procedural texts, a procedural text? What are some Headings. Formative
their purpose examples? What is the purpose? Assessment.
and structure. • Observe misconceptions. 26x Copies of
Discuss as a class the answers to the ‘Scrambled
questions. Procedure Self-
Structure’. Assessment –
Focus: Procedure Structure. procedure
Students cut and sort the scrambled 1x Toothbrush writing
structure into the correct layout. 1x Toothpaste checklist.
Discuss answers with class before 1x Water
gluing in. Ask students to annotate
why do you think that goes there?

Teacher example: Ask students to give

you steps on ‘How to brush your
 teeth’. Type students’ steps on
PowerPoint. Once completed, act out
each of the steps. Emphasising the
mistakes. ‘Put toothpaste on the
toothbrush’ – literally balance the
toothpaste on the toothbrush!

Class discussion:
What was the purpose of this task?
What did you notice?

As a class go back and edit, add to

the procedure. If time students can
they write a procedure following the
correct structure.
Use ‘Procedure Checklist’ to assess
their own work.

Lesson Students are Giving and Following Instructions: Playdough Recipe Formative:
2 able to give Warm Up: Playdough Observation –
clear instructions Students follow my verbal step-by-step ingredients and Student’s
and follow procedure of how to make materials. ability to give
instructions of playdough. and follow
others. directions. Are
Students pair up, put a book standing they clear
up between students so they can’t specific,
see each other’s desk. appropriate
and correctly
Game: sequenced?
Students make something using the
play dough.
Students give instructions to a partner
on how to make the object and see
how close they can get it.
What makes a good instruction? E.g.
clear, specific, appropriate, and
correctly sequenced.

Task:
Students then write out the steps with
their partner they completed to make
play dough.
Lesson Students learn Sequencing: How to Make a Formative:
3 the importance Students are given a procedure for Chatterbox (pre- Work Sample-
of sequencing in making a chatterbox with each step cut to save time, can students
a procedure on a separate strip and must sort them leave pictures correctly order
and examine into the correct order. attached to the
the use of words) procedure.
images. How did the pictures and signal words
(first, then, lastly) help you?
(Discussion)

How could you make the pictures

better? (framing image, placement of
elements in the image, and salience
on composition) (Discussion)

Students take better photos for the

chatterbox procedure and explain
why they are better.
Lesson Students learn Changing text type: • Washing Summative:
4 that each step in Warm up: Dog Work sample-
a procedure What types of words do we see in Recount. (Washing Dog
contains a procedures? Examine Play Dough • Procedure Procedure)
process, Procedure and pick out action verbs, Template. ability to turn
participant and nouns, adverbs and discuss need for • Play Dough recount into
often a each (Discussion) Recipe procedure
circumstance to from lesson including
make them Present the ‘Washing Dog’ Recount. 2. processes,
specific. What type of text is this? (Think. Pair. participants
Share). and
(Functional circumstances.
Grammar Students highlight the processes,
Lesson) circumstances, and participants.
(Functional Grammar Colours).

Task:
Students then use the Procedure
Template to rewrite the recount into a
procedure ensuring they use all the
highlighted words.

Lesson Students can Specific Verbs: Formative

5 define Show students Specific vs Vague Assessment:
processes, Procedures and get them to compare
identify them the differences. On post it notes get Exit Slip: Why
within a them to record the multiple meanings do you need
procedure and that can be taken from each step to be specific
understand the due to an un-specific verb being with the
importance of used. ‘process’
using specific (verb) choice?
processes Students write down as many other
verbs as they can think of for the verbs
written on the paper and then swap
papers with other groups until they
have seen all the words (Graffiti)

Students complete Vague Verb sheet

by changing each of the verbs to
more specific verbs. Encourage the
use of thesaurus but make sure they
check the sentence still makes sense.

As a class mark the sheet by sharing

all the processes everyone came up
with.

Exit Slip: Students complete at the

end of the lesson.
Why do you need to be specific with
‘process’ choice?
Lesson Students will be Building Circumstances. Circumstances Formative:
6 able to use We will be able to use circumstances Stepladder.
circumstances to build on and create specific steps Self-
to build on and in our procedural texts. Assessment
create specific against the
steps in our Class Brainstorm: circumstances
procedural texts. Focussing on the ‘How’ aspect of our step ladder.
circumstances.
• ‘Pour’ Observation of
• ‘Cut’ group work
• ‘Draw’ sample, can
 • ‘Stir’ they use
What circumstances can we add to circumstances
these terms to make it more specific. to build on
and create
Table Group Task: specific steps.
‘How to make a smoothie’.

Students need to work together in

your table group to make your step
allocated more specific by adding
the circumstances. (When, Where,
how, with what?)

STEP 1: Put in the milk

STEP 2: Put in the honey
STEP 3: Take the banana out
STEP 4: Put the banana into the milk
STEP 5: Get the yoghurt
STEP 6: Mix the mixture

Table groups report back to the class.

Individual Task:
Students glue in circumstances step
ladder into your word study book.
Referring to previous procedural texts,
self-assess their steps against the step
ladder.

Go back and edit the steps.

Lesson Students Digital Procedures: Venn Diagram
7 compare print Table Group – A3 Venn Diagram Template
text procedures Students compare a digital recipe to Upload digital
to digital texts a print recipe. What is the same? recipe and video
(on Google What is different? tutorial to Google
Classroom) Classroom.
Class Discussion:
Which is better and why?

Students view a video tutorial.

What is the same?
What is different to the other two
types? – Add another circle to your
Venn diagram, document your
thinking.

Students break into groups of which

type they like best- print, digital text,
video tutorial and record all the things
that make that type the best
procedure and present these to the
class (Discussion/Debate!)

Students decide how they are going

to present their final procedure.
In Science lesson – discuss how they
are going to demonstrate their
knowledge of solids, liquids and gases.

Lesson Students use Writing Process: Re-visit the writing Self-Assess -

8 their knowledge process. Students
of procedures to provide
 construct a Students will follow the writing process evidence
procedure of to create their final procedure. against the
their own. Discuss the different ways of success
presenting their science criteria. Make
Solids, Liquids & understanding – students can choose. sure all is
Gases included.
Complete the self-assessment, peer
assessment and teacher feedback. Peer
Assessment:
Edit and submit, final procedure. Single Point
Rubric –
Students assess
a peer against
the rubric.
Provide Glow
& Grow
Feedback.

Summative:
Rubric- Assess
students’ draft
procedures
against
procedure
rubric. Use
same rubric to
assess final.