Procedure

Teacher: Dylan Evans Year Group: 5 Term: 3 Year: 2018

Students will: (Skills/Objectives/Outcomes) Resources: Vocabulary:
 Develop knowledge of the purpose, structure and different  Sample procedures for smart  Aims/goals
forms of procedural texts board  Materials/what you
 Students eventually create their own procedural text  Cut out procedure for students need/ingredients
to create
 Students will be also creating procedures in their integrated  Instructions/steps
 Templates for procedure
‘Matter’ unit.  Evaluation/conclusion
 Language (firstly,
secondly, then, after, )
Curriculum
Australian

 Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language
features, images and sound appropriate to purpose and audience
:

Introduction (share intentions) Independent/Group work (include Plenary Assessment

support/differentiation)
 Procedure – Lesson 1 (team teaching with - The whole class will work In the third lesson
Gabe) together to analyse procedure will independently
text samples create their own
Week procedural text
- As a class we will arrange a
one  Show the students three different forms of
sample procedural text on the
procedures on the smart-board.
board
- Discussion will be held
 What is the purpose of these texts? (to throughout
explain how to do or make something, the
 steps)

 Are the texts persuasive? NO. Are they

narratives? NO

 Does anyone know what we call this type of

text?

 What different forms can a procedure come

in? When I say forms I mean what different
topics can they be about?

E.g.: recipes, rules for games, science experiments,

how to brush your teeth
 What procedures have you seen before?
Your mum’s recipes? How to put something
together? How to …

 Structure

What do we need first? A title, goal or aim e.g.:

what is to be done
- What do we need next?

Materials, ingredients e.g.: what is needed to

complete the task
- What’s the middle part made up of?

The method – steps or instructions telling you what

to do (can include headings, subheadings, diagrams
 and photographs)
Some procedures have an evaluation, conclusion or
results (this can tell us how successful the steps
were)

 Go back to separate classrooms and arrange

a procedure together and stick it on the
board.
Procedure – Lesson 2  Whole class discussion about  Lower
previous lesson students
 Whole class discussion about will be
 Focus on language use = revisit structure of
adverbs supported
procedure
 Model to class adverbial in pair work
 Focus on the language – what types of
language  Higher
words do we see? Nouns? Adjectives?
 Pair work – students work in students can
Verbs. Circle the language
pairs start to list
 Procedural texts use adverbial language. all the
Can someone tell what they think an adverb different
Week might be? things that
two  Adverbs tell us how something is done, we can
why, when or where. write a
 Adverbial language e.g. firstly, secondly procedure
(see sheet) for
 Find adverbial information in text e.g. firstly
secondly, sprinkle, spread, finally, then
 Class examines why we use adverbial
language and identifies language. Why is it
important to use this language in
procedures?
  Think pair share – students brainstorm in
pairs different procedure topics
 Class creates a list together; we pick a
procedure topic and will write it up together
as a class on the whiteboard.
 Emphasis is placed on the adverbial
language by circling adverbs.
Procedure – Lesson 3 Lower students will
receive template with
 Consolidate what we have learnt. Remind picture prompts. Denzel
students of structure and language features. will need to be worked
Week
(adverbial language) with and may only be able
three
to list or state the
 Students pick a procedural topic from the materials.
list they created last lesson and will write up
the procedure for it.
Evaluations
Students worked well with procedures. They have had some experience with writing procedures before. Students struggled with adverbial language
and additional time was needed for students to develop understanding of adverbs. Working with procedures in the integrated unit shortened the
amount of time needed in this unit. Students were able to work indirectly (by looking at science experiments/procedures) and directly by writing up
experiments they had completed. By the end of this unit all students were able to write a procedure. The different in ability level was reflected in the
difficulty of the topic chosen, fluency of the writing, and in the instructional language and adverbs used.