edufolios.org€¦ · web view(acara, n.d.): english. year 4. receptive: by the end of year 4,...

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ENGLISH UNIT PLAN

Topic or Theme: Procedures and recipes

Literature or text type/s: Procedural Year level: EAL/D 4, 5, 6 & 7

Relevant Achievement Standard (receptive and/or productive modes) (ACARA, n.d.):

EnglishYear 4Receptive: By the end of Year 4, students understand that texts have different text structures depending on purpose and context. Productive: Students use language features to create coherence and add detail to their texts. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning.

Year 5Receptive: By the end of Year 5, students explain how text structures assist in understanding the text.Productive: Students use language features to show how ideas can be extended. They make presentations which include multimodal elements for defined purposes. They contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar using a variety of sentence types. They select specific vocabulary and use accurate spelling and punctuation. They edit their work for cohesive structure and meaning.

Year 6Receptive: By the end of Year 6, students understand how the use of text structures can achieve particular effects.Productive: Students understand how language features and language patterns can be used for emphasis. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate an understanding of grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate spelling and punctuation for clarity and make and explain editorial choices based on criteria.

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Media ArtsYear 4By the end of Year 4 students collaborate to use story principles, time, space and technologies to make and share media artworks that communicate ideas to an audience.

Year 5-6By the end of Year 6 students work collaboratively using technologies to make media artworks for specific audiences and purposes using story principles to shape points of view and genre conventions, movement and lighting.

Mathematics Year 4By the end of Year 4 students recognise common equivalent fractions in familiar contexts and make connections between fraction and decimal notations up to two decimal places. Students use scaled instruments to measure temperatures, lengths, shapes and objects.

Year 5By the end of Year 5 students use appropriate units of measurement for length, area, volume, capacity and mass.

Year 6By the end of Year 6 students describe the use of integers in everyday contexts. They make connections between capacity and volume.

General Capabilities (ACARA, n.d.)Literacy: Comprehending texts, composing texts, text knowledge, grammar knowledge, word knowledge and visual knowledgeICT: Applying social and ethical protocols and practices when using ICT, creating with ICT, communicating with ICTNumeracy: Using measurement, estimating and calculating with whole numbers and using fractions, decimals, percentages, ratios and rates.

Learning intentions (What new knowledge or skills will students have as a result of engaging with this learning?)The following unit is based around the text REV Up Your Writing in Procedural Texts by Amy Van Zee. The students will become familiar with the key elements and functions of procedures. They will be able to effectively create procedural texts with explicit instruction and images. Students are exposed to hands on cooking lessons to assist their understanding. In addition to this, using the knowledge, understanding and skills from

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this procedural writing unit, students will be able to create an iMovie of a cooking procedure. As students are exposed to numerous cooking procedures throughout this unit they will be able to effectively demonstrate their creativity and oral language skills in the iMovie presentation.This is an integrated unit with Media Arts, Mathematics and includes the general capabilities of Literacy, Numeracy and ICT to give students a broader understanding of sequencing events and representing information.

Overarching learning intention (ACARA, n.d.; ATISL, 2017)Students will understand the functions and elements for successful procedural writing and its purpose in everyday life.

Understand Students will understand that a procedure has a purpose Students will understand that a procedure follows a specific structure Students will understand that procedures are a sequence of events

Knowledge Students will know the purpose and structure of procedural writing Students will know where procedural writing can be found in real life contexts Students will know the different language features in procedural texts Students will know how to use a variety of verbs and adverbs Students will know how to create a procedure in the correct format Students will know how to give explicit step by step instructions Students will use the correct vocabulary associated with procedural writing (transition words, structure and verbs)

Be able to do Students will be able to write a correctly sequenced procedural text Students will be able to identify the elements needed to make an effective procedural text Students will be able to work collaboratively in a team Students will be able to edit their work and include a vast range of vocabulary (verbs, adverbs, circumstances, transition words) Students will be able to safely handle cooking appliances and food to construct an iMovie Students will be able to use iMovie effectively to produce a cooking episode Students will be able to enhance their presentation and oral language

Relevant English Content Descriptors (ACARA, n.d.)

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Year 4 Language:

Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490 - Scootle )

Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases(ACELA1493 - Scootle )

Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498 - Scootle )

Literacy: Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening

range of audiences, demonstrating increasing control over text structures and language features (ACELY1694 - Scootle ) Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and

audiences (ACELY1689 - Scootle ) Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695 -

Scootle ) Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696 - Scootle )

Year 5Language:

Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504 - Scootle ) Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different

contexts (ACELA1512 - Scootle )Literacy:

Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view(ACELY1699 - Scootle )

Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796 - Scootle)

Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements(ACELY1700 - Scootle )

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 (ACELY1704 - Scootle )

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Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features(ACELY1705 - Scootle )

Year 6Language:

Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518 - Scootle )

Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases(ACELA1523 - Scootle )

Literacy: Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size,

formality of interaction and needs and expertise of the audience (ACELY1816 - Scootle ) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences

and purposes, making appropriate choices for modality and emphasis(ACELY1710 - Scootle ) Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features,

images and digital resources appropriate to purpose and audience(ACELY1714 - Scootle ) Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices(ACELY1715 - Scootle )

WEEKLY TIMETABLE: This unit plan relates specifically to the Literacy time slots with the arrows.

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SEQUENCING lessons

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WeekUnitFlow Lesson Focus and Activity Resources to be used

AC: English LINKS:

1▼TEACH

↕

EXPLORE

GROUP▼IN

Lesson 1: (Monday)Learning intentionsStudents will be introduced to procedural texts, their purpose and structure.

Book supporting Unit: Title: REV Up Your Writing in Procedural TextsAuthor: Amy Van Zee

Teaching strategies Pre-assessment to assess prior knowledgeClass discussion/pair discussionExplicit instructionQuestioning

Teaching and Learning Cycle:Building field of knowledgeModellingJoint construction

Lesson activities to support learning intention:Pre-assessment (diagnostic assessment)Introduce procedural writing and identify where it is usedMaking postersIdentify vocabularyBegin a word wallIntroduce learning menu?

Pre-assessment worksheetColoured PaperTextasPencilsScissorsWord wall Smart board Text bookBook: REV Up Your Writing in Procedural TextsBSSO support Learning menu

Content Descriptor:Year 4(ACELA1490 - Scootle )(ACELA1498 - Scootle )

Year 5(ACELA1504 - Scootle )(ACELA1512 - Scootle )(ACELY1699 - Scootle )

Year 6(ACELA1518 - Scootle )

General Capability:Literacy

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DIVDUAL

Watch: https://www.youtube.com/watch?v=xvGeBcfysDo&t=8s

2Lesson 2 (Wednesday)Learning intentionsStudents will be able to identify and demonstrate the key elements and functions in a procedural text.

Teaching strategies Class discussionQuestioning

Teaching and Learning Cycle:Building field of knowledgeModellingJoint constructionIndependent construction

Lesson activities to support learning intention:Recall on last lesson and identify key elements/functions in a procedural textMake a pic collage of the elements and functions (formative assessment)Add to word wallLearning menu

iPadsSmart boardWord wallBSSO supportBook: REV Up Your Writing in ProceduralLearning menu

Content Descriptor:Year 4(ACELA1490 - Scootle )(ACELA1498 - Scootle )(ACELY1695 - Scootle )

Year 5(ACELA1504 - Scootle )(ACELA1512 - Scootle )(ACELY1699 - Scootle )(ACELY1705 - Scootle )

Year 6(ACELA1518 - Scootle )(ACELY1715 - Scootle )

General Capability:Literacy ICT

3Lesson 3 (Thursday)Learning intentionsStudents will be able to write a procedural text in a correct sequence and understand that each step contains verbs and circumstances to make them specific.

Text bookWord wallSmart boardBook: REV Up Your Writing in Procedural

Content Descriptor:Year 4(ACELA1490 - Scootle )(ACELA1493 - Scootle )(ACELA1498 - Scootle )

https://www.youtube.com/watch?v=xvGeBcfysDo&t=8s

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Teaching strategies ExplorationClass discussionQuestioning

Teaching and Learning Cycle:Building field of knowledgeModellingJoint constructionIndependent Construction

Lesson activities to support learning intention:Recall on last lesson. Write a jam sandwich procedure (focus on ingredients) Discuss the correct measurements requiredDiscuss cooking verbs and circumstances and place on word wallLearning menu

TextsBSSO supportLearning menuSelf-check list Learning menu

(ACELY1694 - Scootle )



General Capability:Literacy Numeracy

4Lesson 4 (Monday)Learning intentionsStudents will understand the importance of explicit instruction and be able to use this in their procedural text.

Teaching strategies DemonstrationClass discussionExplicit instructionQuestioning

Teaching and Learning Cycle:

Text bookHow to recipe bookWord wallJamButterBreadKnifePlateSmart boardBSSO supportBook: REV Up Your Writing in Procedural

Content Descriptor:Year 4(ACELA1493 - Scootle )(ACELA1498 - Scootle )(ACELY1694 - Scootle )(ACELY1695 - Scootle )

Year 5(ACELA1512 - Scootle )(ACELY1699 - Scootle )(ACELY1796 - Scootle)(ACELY1704 - Scootle )

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Building field of knowledgeModellingJoint constructionIndependent Construction

Lesson activities to support learning intention:Make a jam sandwich following some of student’s procedures and do exactly as they say Demonstrate what needs to be done for more explicit languageAdd to word wallRewrite jam sandwich procedure (draft)Write good copy once checked and draw pictures (formative assessment)Learning menu

Texts Self-check list Peer check listLearning menu


Year 6(ACELA1523 - Scootle )(ACELY1714 - Scootle )(ACELY1715 - Scootle )

General Capability:LiteracyNumeracy

5Lesson 5 (Wednesday)Learning intentionsStudents will understand the importance of utilising images within a procedure and the further explore the importance of correct sequencing.

Teaching strategies DemonstrationClass discussionExplicit instructionQuestioningSelf-check lists (**Learning menu)

Teaching and Learning Cycle:Building field of knowledgeModellingJoint construction

iPadsSmart boardWord wallHow to recipe bookText bookLearning menuBSSO supportBook: REV Up Your Writing in Procedural




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Independent Construction

Lesson activities to support learning intention:Make a pic collage and label photos of ingredients (formative assessment)Discuss different types of ingredients (use prior knowledge)Check and upload to seesawFinish off good copy of jam sandwich if needed (formative assessment)Learning menu

General Capability:LiteracyNumeracyICT

6Lesson 6 (Thursday)Learning intentionsStudents will understand the importance of explicit instruction and be able to use this in their procedural text along with verbs and circumstances.

Teaching strategies Class discussionExplicit instructionDemonstrationPartner workSelf-check listsQuestioning


Lesson activities to support learning intention:

Text bookSmart boardWord wallWatermelonPineappleAppleStrawberriesBananaGrapesSkewersPlatesBook: REV Up Your Writing in Procedural TextsSelf-check listLearning menuBSSO support



Year 6(ACELA1523 - Scootle ) (ACELY1714 - Scootle )


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Make fruit kebabs in pairs/groupsDevise a recipe/procedure using explicit instruction Discuss cooking verbs and circumstancesLearning menu

7Lesson 7 (Monday)Learning intentionsStudents will understand the importance of explicit instruction and be able to use this in their procedural text with verbs and circumstances. Students will know the correct cooking terminology and apply this within their procedural text.

Teaching strategies Class discussionExplicit instructionDemonstrationSelf-check listsQuestioning


Lesson activities to support learning intention:Write checked fruit kebab procedure in recipe book (formative assessment)Discuss cooking utensils Discuss cooking verbs and circumstancesLearning menu

Text bookHow to recipe bookWord wallSmart boardBook: REV Up Your Writing in Procedural Texts Self-check list Peer check listLearning menuBSSO support


Year 5(ACELA1512 - Scootle )(ACELY1699 - Scootle )(ACELY1796 - Scootle)(ACELY1704 - Scootle )(ACELY1705 - Scootle )



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8Lesson 8 (Wednesday)Learning intentionsStudents will be able to identify and define verbs and circumstances and present this effectively to show meaning and understanding.

Teaching strategies DemonstrationExplicit instructionSelf-check listsQuestioning


Lesson activities to support learning intention:Make a pic collage of cooking verbs and circumstances (formative assessment)Learning menu

iPadsSmart boardWord wallText bookLearning menuBSSO supportBook: REV Up Your Writing in Procedural




General Capability:LiteracyICT

9Lesson 9 (Thursday)Learning intentionsStudents will understand the importance of explicit instruction and be able to use this in their procedural text along with verbs and circumstances.

Teaching strategies Class discussion

Text bookSmart boardWord wallPizza baseTomato pasteCheeseIngredients (TBC)Book: REV Up Your



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Explicit instructionDemonstrationPartner workSelf-check listsQuestioning


Lesson activities to support learning intention:Make pizza in pairs/groupsDevise a recipe/procedure using explicit instruction Discuss cooking verbs and circumstancesWatch: https://www.youtube.com/watch?v=2LVBL_eXyD4 (Luke & Freebody, 1990)Learning menu

Writing in Procedural Texts Self-check list Learning menuBSSO support

(ACELY1699 - Scootle )(ACELY1796 - Scootle)(ACELY1704 - Scootle )



10Lesson 10 (Monday)Learning intentionsStudents will continue to understand the importance of explicit instruction and be able to use this in their procedural text with verbs and circumstances. Students will know the correct cooking terminology and apply this within their procedural text accurately.

Teaching strategies Class discussionExplicit instructionSelf-check lists

Text bookHow to recipe bookWord wallSmart boardBook: REV Up Your Writing in Procedural Texts Self-check list (learning Self-check list Peer check listLearning menu


Year 5(ACELA1512 - Scootle )(ACELY1699 - Scootle )(ACELY1796 - Scootle)

https://www.youtube.com/watch?v=2LVBL_eXyD4

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Questioning


Lesson activities to support learning intention:Write checked pizza procedure in recipe book (formative assessment)Discuss cooking verbs and circumstancesLearning menu

BSSO support (ACELY1704 - Scootle )(ACELY1705 - Scootle )



11Lesson 11 (Wednesday)Learning intentionsStudents will be able to identify cooking utensils and present them with pictures and labels. Students will be able to identify and write when specific utensils are used in various steps of a procedure.

Teaching strategies DemonstrationExplorationExplicit instructionSelf-check listsQuestioning

Teaching and Learning Cycle:ModellingJoint constructionIndependent Construction

iPadsSmart boardWord wallText bookLearning menuBSSO supportBook: REV Up Your Writing in Procedural




General Capability:Literacy

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Lesson activities to support learning intention:Make a pic collage of different types of utensils (formative assessment)Learning menu

ICT

12Lesson 12 (Thursday)Learning intentionsStudents will understand the importance of explicit instruction and be able to use this in their procedural text along with verbs, circumstances and cooking utensils.

Teaching strategies Class discussionExplicit instructionDemonstrationPartner workExplorationSelf-check listsQuestioning

Teaching and Learning Cycle:Building field of knowledgeModelling/Joint constructionIndependent Construction

Lesson activities to support learning intention:Make a milkshake in pairs/groupsDevise a recipe/procedure using explicit instruction Discuss cooking verbs and circumstancesLearning menu

Text bookSmart boardWord wallMilk (vegan and normal)Ingredients (TBC)Book: REV Up Your Writing in Procedural Texts Self-check list Learning menuBSSO support





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13Lesson 13 (Monday)Learning intentionsStudents will have depth understanding of the importance of explicit instruction and be able to use this effectively in their procedural text with verbs and circumstances. Students will know the correct cooking terminology and apply this within their procedural text accurately.

Teaching strategies Class discussionExplicit instructionSelf-check listsQuestioning


Lesson activities to support learning intention:Write checked milkshake procedure in recipe book (formative assessment)Discuss cooking verbs and circumstancesLearning menu

Text bookHow to recipe bookWord wallSmart boardBook: REV Up Your Writing in Procedural Texts Self-check list Peer check listLearning menuBSSO support


Year 5(ACELA1512 - Scootle )(ACELY1699 - Scootle )(ACELY1796 - Scootle)(ACELY1704 - Scootle )(ACELY1705 - Scootle )



14Lesson 14 (Wednesday)Learning intentionsStudents will explore iMovie to become familiar the applications functions and elements

Teaching strategies

iPadsSmart boardWord wallText bookHow to recipe bookLearning menu

Content Descriptor:Year 4(ACELA1490 - Scootle )(ACELA1493 - Scootle )(ACELA1498 - Scootle )(ACELY1694 - Scootle )

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Cooperative groupingExplicit instructionExplorationSelf-check listsQuestioning

Teaching and Learning Cycle:ModellingJoint constructionIndependent Construction

Lesson activities to support learning intention:iMovie: Discuss how to use and allow students time to use/exploreWatch a video on how to use effectively. Students in pairs will become familiar with iMovie Story board for iMovie outlineLearning menu

Student rubricBSSO supportBook: REV Up Your Writing in ProceduralStory board


Year 5(ACELA1504 - Scootle )(ACELA1512 - Scootle )(ACELY1699 - Scootle )(ACELY1796 - Scootle)(ACELY1704 - Scootle )(ACELY1700 - Scootle )(ACELY1705 - Scootle )

Year 6(ACELA1518 - Scootle )(ACELA1523 - Scootle )(ACELY1714 - Scootle )(ACELY1715 - Scootle ) (ACELY1710 - Scootle )


15Lesson 15 (Thursday)Learning intentionsStudents will create an iMovie for a cooking procedure to show understanding of the correct sequencing, verbs and circumstances and

iPadsSmart boardWord wallText book


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cooking terminology as well as develop their oral language skills.

Teaching strategies CooperativeExplorationSelf-check lists

Teaching and Learning Cycle:Independent Construction

Lesson activities to support learning intention:iMovie Discuss how to use and allow students time to useStudents in pairs will produce an iMovie of a cooking procedure they have previously made within the term. One student will make theirs today, the other next week. (summative assessment)Students will follow their story board outline from last lessonLearning menu

How to recipe bookBook: REV Up Your Writing in Procedural Texts Self-check list Learning menuStudent rubricTeacher rubric (see resources/appendix for example)BSSO supportStory board

(ACELA1498 - Scootle )(ACELY1694 - Scootle )(ACELY1689 - Scootle )




16Lesson 16 (Monday)Learning intentionsStudents will create an iMovie for a cooking procedure to show understanding of the correct sequencing, verbs and circumstances and cooking terminology as well as develop their oral language skills.

iPadsSmart boardWord wallText bookHow to recipe bookSelf-check list

Content Descriptor:Year 4(ACELA1490 - Scootle )(ACELA1493 - Scootle )(ACELA1498 - Scootle )(ACELY1694 - Scootle )

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Teaching strategies CooperativeExplorationSelf-check lists


Lesson activities to support learning intention:iMovie other partners turn (summative assessment)Learning menu

Learning menuStudent rubricTeacher rubric BSSO supportBook: REV Up Your Writing in ProceduralStory board





17Lesson 17 (Wednesday)Learning intentionsStudents will self-assess their iMovie’s and be able to explicitly reflect on their performance based on a student rubric.

Teaching strategies Self-reflectionExplicit instruction

iPadsSmart boardWord wallText bookHow to recipe bookSelf-check list earning menuStudent rubric

Content Descriptor:(ACELA1490 - Scootle )(ACELY1694 - Scootle )(ACELY1695 - Scootle )


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Self-check listsQuestioning


Lesson activities to support learning intention:iMovie self-reflections (formative assessment)Learning menu

Teacher rubric BSSO supportBook: REV Up Your Writing in Procedural




18Lesson 18 (Thursday)Learning intentionsStudents will complete any procedure work they have not yet completed. Students will submit all procedure work by today including pic collages, book creator and iMovie.

Teaching strategies Self-check listsQuestioning

Teaching and Learning Cycle:Independent ConstructionLesson activities to support learning intention:*Finish of lessonLearning menu

iPadsSmart boardWord wallText bookLearning menuStudent rubricTeacher rubric BSSO supportBook: REV Up Your Writing in Procedural

Content Descriptor:Year 4(ACELA1490 - Scootle )(ACELY1694 - Scootle )(ACELY1695 - Scootle )Year 5(ACELA1504 - Scootle )(ACELY1704 - Scootle )(ACELY1705 - Scootle )Year 6(ACELA1518 - Scootle )(ACELY1714 - Scootle )(ACELY1715 - Scootle )General Capability:Literacy

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#1 Lesson Plan EnglishRECEPTIVELesson number 1 Year level 4-7 Time started 10:10 (50minute)Theme/s Procedures

Curriculum Content taken from Australian Curriculum or IB or other curricula framework




Achievement Standard (please highlight if in ‘receptive’ or ‘productive’ modes) or Performance objective

As a result of engaging with this lesson, students are working towards the achievement standard/performance objective.

Year 4Receptive: By the end of Year 4, students understand that texts have different text structures depending on purpose and context.

Year 5Receptive: By the end of Year 5, students explain how text structures assist in understanding the text.

Year 6Receptive: By the end of Year 6, students understand how the use of text structures can achieve particular effects.

Text types or genres to Procedural texts

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be taught

Learner diversity in class e.g. all girls, mixed year levels, students with disabilities, E/ALD gifted, ATSI etc.

: BSSO support in every literacy lesson. Students will all be pre-assessed to identify their understanding of procedural writing. This will assist myself in planning for the unit to ensure all students are learning at their zone of proximal development. Students who seem to be struggling in the introduction of the lesson will be asked to stay on the mat in front of the white board so further explanation can be given along with BSSO support. An option for them to work in a group or pairs will be given dependent on their understanding on the day.

Stated learning Intentions or outcomes for the lesson

As a result of engaging with this lesson students will gain an understanding of procedural texts, their purpose and structure.

Introduction

Time spent 20 mins

Content taught/structured Book supporting Unit: Title: REV Up Your Writing in Procedural TextsAuthor: Amy Van Zee

The lesson will begin with a pre-assessment (diagnostic assessment) to gain an understanding of student’s prior knowledge with regards to procedures. Students will be seated at their tables and the assessment sheet will be handed to them. Make clear this is not a test, it is simply to gain an understanding of what they already know.

Once students have completed their pre-assessment they will be seated on the carpet in front of the smart board. We will discuss as a class, procedures and where they are used. This will be another way to assess prior knowledge.

Discuss with the support of REV Up Your Writing in Procedural Texts:

ResourcesPre-assessment worksheetBSSO supportBook: REV Up Your Writing in Procedural TextsWord wall Learning menu

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The purpose of a procedure: to inform how to make or do something in a specific order.The structure of a procedure: title, materials/ingredients, method and conclusion. Where/when procedures are used: for cooking, making crafts, play-station games etc.

Watch to gain deeper understanding: https://www.youtube.com/watch?v=xvGeBcfysDo&t=8s

Discuss after the video the importance of including photos/drawings to assist understanding and meaning.

Identify vocabulary that has been established so far and begin a basic word wall.

Students will be briefly introduced to their learning menu which outlines what they will be completing over the unit. Highlight that all main dishes must be completed, three of the entrees and one of the desserts. If students complete more, they get more points.

The four-resource model (Luke & Freebody, 1990)Code breaker: Students will analyse the structure of a procedural text with support from REV Up Your Writing in Procedural Texts.Text participant: Students will be able to make connections to procedural texts through acknowledging when they have used a procedure. Text user: Students will gain an understanding and identify the purpose of a procedural text.Text analyst: Students will identify how a procedural text affects/influences them in their everyday life.

Teaching and Learning Cycle:Building field of knowledge

Main Content and structure Coloured Paper

https://www.youtube.com/watch?v=xvGeBcfysDo&t=8s

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Time spent 20 mins

Introduce students to a poster. Students will be making posters with the purpose and structure of procedural texts identified.

They can use the word wall to assist them in successfully completing the task.

Explain what makes a good poster: basic background so the procedural information stands out, neat writing and correct spelling/grammar.

Make a demonstration poster on the smart board using student input to engage class (ie. Incorporate the colours and styles they suggest)

Once a basic incomplete poster has been constructed for demonstration, the class can begin their own.

These will be displayed in the class after completion to assist students throughout the unit.

Differentiation: There is no differentiation activity needed for this task as students are required to do their best and show meaning. There will be BSSO and teacher support throughout to assist with meaning and the option for pair and group work if needed.

Teaching and Learning Cycle:Building field of knowledgeModellingJoint constructionIndependent construction

TextasPencilsScissorsSmart board Text bookBSSO supportPoster examplesBook: REV Up Your Writing in Procedural Texts

Close Content Summary To conclude the lesson students will hand up their posters. Place

Word wall Learning menu

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Time spent 10mins the completed ones with their names on in one pile and the others in another pile. If they have completed they can tick this off of their learning menu.

Have a reflection about procedural texts through playing a game. Students will all stand up and a soft ball will be passed around the classroom. When the soft ball is passed to a student they must say something they learnt in this lesson about procedural texts and then sit down. Be sure that students know not to say anything unless they have the ball (respect).

Once all students have had a turn and sat down they will complete a two stars and a wish sheet as their exit card. Students will write two stars for two things they learnt today and understand, and one wish for something they do not understand or want to learn throughout this unit.


BSSO supportTwo stars and a wish worksheet

Use of the Capabilities General Capability:Literacy – comprehending texts through listening, reading and viewing.

Teaching strategies IntroductionPre-assessment to assess prior knowledgeClass discussion to further assess prior knowledge and inform students of the structure and purpose of procedural texts. YouTube video to further assist students understandingQuestioning students to assess what they already know

MainClass discussion about what makes a good poster

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Explicit instruction of what is expected of students in their posterQuestioning to gain an understanding of what students know about poster presentation and why they have included certain elements in it

CloseClass reflection through playing soft ball game where students acknowledge what they learnt about procedural texts todayExplicit instruction will be used if required to clarify meaning for students Questioning will be used to assist students understandingTwo stars and a wish will be used as an exit card to assess students understanding of today’s lesson and what they hope learn or to be clarified in future lessons.

Assessment and feedback Formative Pre-assessment sheetPosters of the purpose and structure of procedural textsTwo stars and a wish exit card

Resources (ICT and hard copy)Pre-assessment sheet: Two stars and a wish exit card (Teachers Pay Teachers, n.d.):

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Posters will look like/similar to with the same information (Teachers Pay Teachers, n.d.):

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Learning Menu??

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Contingency plan if something unexpected happens

Unexpected circumstances:Student is awayEverything learnt today will be displayed in the classroom and recalled on next lesson as will to asssit students understanding. If the student is struggling to catch up I will allocate either a teacher or an BSSO to assist as well as a H/W task or if required a mini catch up lesson at recess.

Student does not understandThis will be catered to through continiously refering back to the learning intention of the lesson. Similiary to if a student was away I would ensure the lesson was recalled on in the future lesson as well as additonal help was provided for them.

Students are distractedIf students are distratced I will cater to this through moving on as they could be distracted due to continious repititon, taking them outside for a quick brain break or simply asking what the distraction is and sorting it out then and there.

The smart board does not workIf the smart board does not work I will not be able to play the YouTube video. This does not matter as I have the textbook resource REV Up Your Writing in Procedural Texts. Instead of demonstrating the poster on the smart board this can be done on the white board or there are pre-made ones as well.

Students finish earlyStudents can look at their learning menu and think of which ones they would like to do/begin.

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#2 Lesson Plan EnglishPRODUCTIVE

Lesson number 2 Year level 4-7 Time started 2:05 (50 minutes)Theme/s Procedures

Curriculum Content taken from Australian Curriculum or IB or other curricula framework




Achievement Standard (please highlight if in ‘receptive’ or ‘productive’ modes) or Performance objective

As a result of engaging with this lesson, students are working towards the achievement standard/performance objective.

**The receptive mode addressed in lesson 1 is also relevant in lesson 2.

Year 4Productive: Students use language features to create coherence and add detail to their texts. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning.

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Year 5Productive: Students use language features to show how ideas can be extended. They select specific vocabulary and use accurate spelling and punctuation. They edit their work for cohesive structure and meaning.

Year 6Productive: Students understand how language features and language patterns can be used for emphasis. They use accurate spelling and punctuation for clarity and make and explain editorial choices based on criteria.

Text types or genres to be taught

Procedural text

Learner diversity in class e.g. all girls, mixed year levels, students with disabilities, E/ALD gifted, ATSI etc.

: BSSO support in every literacy lesson. Students were pre-assessed last lesson to identify their understanding of procedural writing. This will have been taken into consideration for this lesson. If students struggled to understand the purpose and structure last lesson they will be given BSSO support to translate as well as the opportunity to look at other posters to gain an idea of what to do for their pic collage. All students in the class have used pic collage before and are familiar with the application. An option to work in pairs will also be available if needed and identified on the day.

Stated learning Intentions or outcomes for the lesson

As a result of engaging with this lesson students will be able to identify and write the key elements and functions in a procedural text.

Introduction

Time spent 10 mins

Content taught/structured To begin the lesson students will be seated on the carpet in front of

the white board. They will recall on the structure and purpose of procedural texts from last lesson using their posters around the room to help as needed (code breaker).

Students will be asked if there are any additions they would like to add to the word wall based on if they had gone home and done any

ResourcesiPadsSmart boardWord wallBSSO supportBook: REV Up Your Writing in Procedural

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further research. The learning menu will be touched on again to clarify meaning.

The four-resource model (Luke & Freebody, 1990)Code breaker: Students will continue to analyse the structure of a procedural text with support from REV Up Your Writing in Procedural Texts.Text participant: Students will be able to make connections to procedural texts through acknowledging when they have used a procedure. Text user: Students will gain a deeper understanding and identify the purpose of a procedural text.Text analyst: Students will identify how a procedural text affects/influences them in their everyday life.


Learning menu

Main

Time spent 30 mins

Content and structure Whilst students are still seated in front of the smart board I will

demonstrate how to make a pic collage (students are already aware but as they have been on holidays I will provide a refresher). Students will contribute to this as a class and a pic collage will be demonstrated with the structure and purpose of procedural texts on there.

Tips: don’t make a complete pic collage, do one example of how to add an image and text and allow students to make their own. State that next to ingredients students could include a photo of ingredients etc.

Hand out iPads in number order and allow students to begin their pic collage in their preferred seating arrangement for this lesson.

iPadsSmart boardWord wallBSSO support

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Differentiation: There is no differentiation activity needed for this task as students are required to do their best and show meaning. There will be BSSO and teacher support throughout to assist with meaning and understanding as well as the option for paired work.

Teaching and Learning Cycle:ModellingJoint constructionIndependent construction

Close

Time spent 10 mins

Content Summary Once completed and a teacher or BSSO has checked students can

upload to seesaw. Place seesaw instructions on the board to assist student’s memory. Students will mark this off of their learning menu once completed.

Students can pack away their iPad and tidy their desk for the completion of the day. Once done they can sit on the carpet. Whilst students are waiting they can think about any additional words for the word wall if any.

Once the iPads are packed away any suggestions for the word wall will be asked for again and additions will be made.

Students will complete an exit card about today’s lesson. They will identify with a smiling face, straight face or sad face how they are feeling with regards to today’s lesson on procedural texts structure and purpose with a comment to support their emotion.


iPadsLearning menuSmart boardWord wallBSSO supportExit card

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Use of the Capabilities General Capabilities:Literacy – comprehending texts through listening, reading and viewing.

ICT – creating with ICT, managing and operating ICT, communicating with ICT as well as applying social and ethical protocols and practices with ICT

Teaching strategies IntroductionClass discussion to discuss structure and purpose of procedural texts and recall on last lesson.Questioning students to get them thinking about what they learnt last lesson

MainQuestioning to assist students in expressing their knowledge and ideas about how to present the pic collage

CloseExit card will be used to assess weather students have gained a deep understanding about a procedural texts purpose and structure from the first two lessons and if anything needs to be gone over again as a class or in small groups.

Assessment and feedback Formative Pic collage of the structure and purposeObservations Exit card

Resources (ICT and hard copy)

Exit card Pic collage example

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Contingency plan if something unexpected happens

Unexpected circumstances:Student is away

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Everything learnt today was a repeat from lesson lesson, therefore students would have gained an undertsanding last lesson. From missing today’s lesson, they will have not gained as deeper of an understanding as other students and if needed additonal help and or H/W will be given.

Student does not understandThis will be catered to through continiously refering back to the learning intention of the lesson. Similiary to if a student was away I would ensure the lesson was recalled on in the future lesson as well as additonal help was provided for them. If a student or students still do not understand, I will ensure that BSSO support is given in future lessons specficially for these students.

Students are distractedIf students are distratced I will cater to this through moving on as they could be distracted due to continious repititon, taking them outside for a quick brain break or simply asking what the distraction is and sorting it out then and there.

The smart board does not workIf the smart board does not work I will not be able to model how to make the pic collage. I have already produced a copy of a pic collage to show students if this occurs.

Students finish early Students can look at their learning menu and think of which ones they would like to do/begin.

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Additional unit resources

Transition words for procedural writing poster Vague and specific procedure task (learning menu- (Teachers Pay Teachers, n.d.) dessert) (Teachers Pay Teachers, n.d.)

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Extra tasks for how to procedural writing lessons if additional help if required to understand (Teachers Pay Teachers, n.d.)

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Self and peer check list for procedures/recipes (Teachers Pay Teachers, n.d.)

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Procedure Rubric for recipes/ Will be modified for iMovie (including presentation skills/oral language)

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ReferencesAustralian Curriculum Assessment and Reporting Authority ACARA (n.d.) Australian Curriculum V8. Retrieved on 2 April 2018 from https://www.australiancurriculum.edu.au.

Australian Institute for Teaching and School Leadership (AITSL) (2017). Australian Professional Standards for Teachers. Retrieved 2 April 2018 from https://www.aitsl.edu.au/teach/standards.

Luke, A. & Freebody, P. (1990). Literacies programs: Debates and demands in cultural context. Prospect: An Australian Journal of TESOL, 5(3), 7-16.

Teachers Pay Teachers (n.d.). Retrieved on 2 April 2018 from https://www.teacherspayteachers.com.

https://www.teacherspayteachers.com/

https://www.australiancurriculum.edu.au/

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