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Lesson Plan: Topic: Procedural Texts Year Level: Year 3 Duration: 45 Minutes

This 5-lesson plan aims to teach Year 3 students about procedural texts. Over the lessons, students will identify the purpose and structure of procedural texts like recipes; share and analyze family recipes; learn about language features used in procedures; brainstorm and design their own procedure; and create their own procedural text for classmates to test. The lessons build on prior knowledge of preparing food and focus on healthy eating. Students will learn to identify the audience and purpose of different text types, recognize vocabulary, and construct simple literary and non-literary texts.

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2K views4 pages

Lesson Plan: Topic: Procedural Texts Year Level: Year 3 Duration: 45 Minutes

This 5-lesson plan aims to teach Year 3 students about procedural texts. Over the lessons, students will identify the purpose and structure of procedural texts like recipes; share and analyze family recipes; learn about language features used in procedures; brainstorm and design their own procedure; and create their own procedural text for classmates to test. The lessons build on prior knowledge of preparing food and focus on healthy eating. Students will learn to identify the audience and purpose of different text types, recognize vocabulary, and construct simple literary and non-literary texts.

Uploaded by

4ofus
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan

Topic: Procedural texts Year Level: Year 3 Duration: 45 minutes

Lesson 1 of 5

General Objectives: Students will be able to identify the purpose, structure and audience of a
range of procedural texts, increase their food related vocabulary, give instructions, follow
instructions, discuss ideas and collaborate with peers to create their own procedural text.

Context for learning:


The students completed a unit of work on Space in the previous term. Two of the activities
carried out was making ‘Mrs Prinsloo’s lunar rocks’ (see Attachment A) and writing a report on
one of the planets. Working in small groups, each student made the lunar rocks under guidance
from the teacher. The current unit of work will focus on healthy eating and lifestyles. Following
on from the student’s interest and established prior knowledge of preparing food, these five
lessons introduce and detail the structure and purpose of procedural text.

Lesson 1: Establish and draw on prior knowledge and view various examples of procedural text
(recipes, methods and game instructions). Compare and contrast them with a report
that was carried out in the previous term by using a Venn diagram.
Lesson 2: Students share their personal family favourite recipe with the class. Identify
audience and purpose of each procedural text and compare with that of the report.
Analysing and identifying relevant language features (nouns, verbs, adverbs &
adjectives).
Lesson 3: Literacy block – lesson plan attached.
Lesson 4: Group brainstorm and independent design of individual procedural text.
Lesson 5: Creation of own procedural text. Allow classmates to trial the text to see if it makes
sense and can be followed.

Essential Learnings Outcomes for all five lesson:

Ways of working
Students are able to:
 identify audience, purpose and text type
 identify main ideas and the sequence of events, and make simple inferences
 recognise and select vocabulary to describe subject matter
 construct simple literary and non-literary texts by planning and by using prior knowledge
and experience to match an audience and purpose

Knowledge & Understanding


Reading and viewing
Reading and viewing involve using a range of strategies to interpret and appreciate written, visual
and multimodal texts in familiar contexts.
 Purposes for reading and viewing are identified and are supported by the selection of texts
based on an overview that includes titles, visuals and headings e.g. selecting an information
book for a report about spiders compared with selecting a picture book when reading for
enjoyment.
 Readers and viewers make connections between their prior knowledge and the subject
matter of the text e.g. pet lovers bring specific vocabulary and related ideas to stories about
dogs.
 Comprehension involves using language elements and contextual cues to interpret, infer
from and evaluate familiar texts e.g. Once upon a time — a contextual cue that signals a
fairytale.
 Readers and viewers use a number of active comprehension strategies to interpret texts,
including activating prior knowledge, predicting, questioning, identifying main ideas,
inferring, monitoring, summarizing and reflecting.

Writing and designing


Writing and designing involve using language elements to construct literary and non-literary texts
for familiar contexts.
 Writers and designers refer to authoritative sources and use a number of active writing
strategies, including planning, drafting, revising, editing, proofreading, publishing and
reflecting e.g. referring to wall charts, dictionaries and a variety of spelling resources and
strategies to help with editing and proofreading.

Language elements
Interpreting and constructing texts involve exploring and using grammar, punctuation,
vocabulary, audio and visual elements, in print-based, electronic and face-to-face modes
(speaking and listening, reading and viewing, writing and designing) in familiar contexts.
 Nouns, verbs, adjectives, adverbs and prepositional phrases, develop and elaborate ideas
and portray people, characters, places, events and things in different ways.

e.g. Dave skated brilliantly at the new skatepark.


Dave — noun
skated — verb describing what is happening
brilliantly — adverb describing how Dave skated
at the new skatepark — prepositional phrase describing where Dave skated
new — adjective describing the skatepark.

Literary and non-literary texts


Exploring literary and non-literary texts involves developing an awareness of purpose, audience,
subject matter and text structure.
 Non-literary texts use a range of structures, including hyperlinks in electronic texts e.g.
instructions and recipes use ordered steps; recounts order events chronologically; headlines
are used in news stories and still and moving images are used in posters; websites and
reports have an introduction and a description of features or events.
Introduction (WALT / WILF or Learning Goal / Success Criteria)

Pre-reading Phase

Active Reading Phase

Post-reading Phase

Resources

Assessment

Student Reflection

 Read and compare examples of instructional text, evaluating their effectiveness.


Analyse more complicated instructions and identify organisational devices which
make them easier to follow, e.g. lists, numbered, bulleted points, diagrams with
arrows, keys.
 Research a particular area ( e.g. playground games) and work in small groups to
prepare a set of oral instructions. Try out with other children, giving instruction
and listening and following theirs. Evaluate effectiveness of instructions.

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