English/Literacy Lesson Plan

Subject: English (Literacy)

Topic: Procedural Texts
Year level/s: 3/4
Curriculum Links:
Year 3:
Understand how different types of texts vary in use of language choices, depending on their purpose
and context (for example, tense and types of sentences) (ACELA1478)

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing
control over text structures and language features and selecting print, and multimodal elements
appropriate to the audience and purpose (ACELY1682)

Achievement standards:
Students understand how content can be organised using different text structures depending on the
purposes of the text.

Year 4:
Understand differences between the language of opinion and feeling and the language of factual
reporting or recording (ACELA1489)

Identify characteristic features used in imaginative, informative and persuasive texts to meet the
purpose of the text (ACELY1690)

Achievement standards:
Students understand that texts have different text structures depending on purpose and context.

Objectives:
For students to learn and understand the characteristics of a procedural text.
For students to confidently be able to compose a procedural text.
For students to use appropriate language for a procedural text.

Materials:
Workbooks
Example procedural texts
Whiteboard

Activities:
Read to students an example of a procedural text. Give the students a copy to skim over and
possibly get students read some of the text. (10 minutes)

Highlight the objectives of the lesson to the students, and always identify how they can
achieve success.

Ask students to come up with examples of a procedural text (recipe, instructions to build
something, how to play a game etc.). Develop a list of criteria/characteristics that
procedural texts require. Get suggestions from students, but if they are struggling give hints
and suggestions. Constantly refer to real life examples. For example, If I had no idea how to
get a cup of water, what would I need to know? etc. Refer to the poster above the
whiteboard if students are struggling. Get students to note down the list of criteria IN
ORDER, so they can refer to it when writing their own. (10 15 minutes)
Title
Aim/goal
Needs/materials
Steps
Check, how to check if your procedure worked

Get students to write the procedure of how to draw a house. They need to include the
criteria previously discussed. Once students have completed their procedures, partners are
to go back-to-back so 1. They cant see the instructions and 2. They cant see their drawing.
They need to test how clear their instructions are, by reading them out and their partner
following them exactly. This will give a clear representation of how well they have written
their instructions. Discuss as a class, how well groups went, some of the obstacles faced,
and emphasize the importance of writing clear instructions/steps.