| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | English |
| What topic | procedural writing |
| What length (min) | 90 |
| What age group | Year or Grade 1 |
| Class size | 40 |
| What curriculum | english |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Procedural Writing
Year / Grade 1
English
40 students
| Step Number | Step Title | Length (min) | Details |
|---|---|---|---|
| 1 | Introduction to Procedural Writing | 10 | Explain what procedural writing is and its features. Use examples to highlight key components (title, materials, steps). |
| 2 | Understanding Structure | 15 | Discuss the structure of a procedural text. Break down examples into sections (introduction, materials, steps). |
| 3 | Analyzing Examples | 15 | In pairs, students will read and identify the steps in provided examples of procedural writing. Share findings with the class. |
| 4 | Group Task: Create a Procedure | 30 | Divide students into groups of 5. Each group must choose a simple procedure (e.g., making a sandwich, planting a seed) and create a detailed procedural text. Each group will have chart paper to write their procedure. |
| 5 | Group Presentations | 15 | Each group will present their created procedural text to the class. Encourage interaction by allowing classmates to ask questions. |
| 6 | Reflection and Review | 5 | Discuss what students learned about procedural writing. Ask for volunteers to share what was challenging or fun. |
This lesson aligns with the New Zealand English Curriculum by focusing on the skills of reading and writing texts that provide information and instructions while promoting collaboration and communication skills.
One or two students will present their homework, which involves writing a procedure for a simple task they perform at home (e.g., brushing teeth, making a cereal). This will reinforce learning and provide an opportunity for public speaking practice.
"Good morning, class! Today, we are going to explore the exciting world of procedural writing. Can anyone tell me what they think procedural writing is? That's right! Procedural writing gives us instructions on how to do something. It's important because it helps us follow steps to achieve a goal.
Let's look at some key features of procedural writing. A good procedural text has a title, a list of materials, and clear steps to follow. For example, when we read a recipe, we find the title at the top, followed by the ingredients we need, and then the step-by-step instructions.
Can anyone think of other examples of procedural writing? Yes, how-to guides and manuals are great examples too! Today, we will dive deeper into how to write our own procedural texts."
"Now that we know what procedural writing is, let’s talk about its structure. A procedural text typically has three main sections:
Let’s look at an example together. (Display an example on the whiteboard). As we read it, I want you to point out each of these sections. Where is the introduction? Good job! And what about the materials? Excellent! Finally, can anyone see the steps? Fantastic work! Understanding the structure will help us write our own procedures later."
"Now it’s time for you to become detectives of procedural writing! I’ll pair you up, and each pair will receive a different example of a procedural text. I want you to read through your text carefully and find the steps involved.
Once you’ve done that, we will share your findings with the class. Remember to pay attention to whether the steps are in the right order. Ready? Go!"
(Give students time to work. After 10 minutes, reconvene.)
"Okay, let’s gather back together! Who would like to share what they found? What steps did you identify in your procedural text? Great observations, everyone! It’s clear you’re starting to understand how to recognize the important parts of procedural writing."
"Now, it’s time for us to write our own procedural texts! I will divide you into groups of five. Each group will choose a simple procedure that you are familiar with. For example, you might choose 'how to make a sandwich' or 'how to plant a seed.'
You will work together to write a detailed procedural text on chart paper. Remember to include a clear title, list the materials needed, and write out the steps in order. I will give you 30 minutes to complete this task. Let’s get started!"
(Give time for the groups to work and assist as needed.)
"Time’s up, everyone! I am so excited to hear each group’s presentation. Each group will take turns to present their procedural text to the class. Please remember to listen carefully and think of questions you might want to ask at the end of each presentation.
Let’s start with Group 1. What’s your procedure about?"
(Encourage interaction and questions after each presentation.)
"Thank you all for sharing! You did an amazing job, and I loved hearing about the different procedures you created."
"Before we finish up today, let’s take a moment to reflect on what we learned about procedural writing. Can anyone share one thing they found challenging about writing their procedure? What about something that was really fun?
This has been a great lesson, and I hope you feel more confident in procedural writing. Keep practicing, and remember, you can use these skills to write about anything you do at home!"
"Thank you for your hard work today, class! See you tomorrow!"
(Transition to homework presentation instructions.)