| 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 | # Slide 1 — Title & Hook **Title:** How to Wash a Woolly Mammoth — Lesson 1 **Subtitle:** Exploring instruction texts **Image prompt (optional):** A cartoon mammoth in a bathtub **Teacher Notes:** Warm, playful tone. Today is about discovering what makes great instructions. --- # Slide 2 — Learning Intention (WALT) **WALT:** Explore the features of instruction texts using *How to Wash a Woolly Mammoth*. **WILF / Success Criteria:** * I can name key features of instructions (title/goal, equipment list, numbered steps, time adverbials, warnings, diagrams). * I can use **imperative verbs** (bossy verbs) to start steps. * I can use **time adverbials** (First, Next, After that, Finally) to sequence steps. * I can suggest at least one **safety warning**. --- # Slide 3 — Vocabulary **Key words:** instruction, goal, equipment, method/steps, **imperative** (bossy verb), **time adverbial**, warning, diagram, label, sequence. **Word banks (for display / print):** * *Imperatives:* fill, p |
| What length (min) | 30 |
| What age group | Year or Grade 3 |
| Class size | 29 |
| What curriculum | |
| 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 | 15 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
How to Wash a Woolly Mammoth — Lesson 1
Year 3 (Ages 7-8)
English
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction and Hook | 5 mins | Begin with the image of a cartoon mammoth in a bathtub. Ask students how they think you would wash a mammoth. Introduce the lesson title and objectives. |
| 2 | Learning Intention (WALT) | 5 mins | Explain what WALT (We Are Learning To) means. Share the learning intention and success criteria. Discuss each point briefly. |
| 3 | Vocabulary Introduction | 5 mins | Introduce key vocabulary related to instruction texts (e.g., instruction, goal, equipment). Use a word bank to display terms. |
| 4 | Features of Instruction Texts | 10 mins | Distribute handouts with features of instructions. Discuss the importance of each feature and provide examples. |
| 5 | Group Activity | 5 mins | In small groups, students identify features in an example instruction text. |
| 6 | Class Discussion | 5 mins | Regroup and discuss findings. Invite each group to share the key features they found in the text. |
| 7 | Assigning Homework | 3 mins | Explain homework task without presentations. Remind students about using imperative verbs and time adverbials in their instructions. |
| 8 | Closing Reflection | 2 mins | Recap the key points learned today. Reinforce the importance of clear instructions. |
Teacher: "Good morning, everyone! Today, we have a very exciting lesson! Look at this funny cartoon image of a woolly mammoth in a bathtub on the board. How do you think we would wash a mammoth this big? What tools do you think we would need? Turn to your partner and share your ideas!"
Pause for a moment to let the students discuss their thoughts.
Teacher: "Fantastic ideas! Today, we’re going to learn how to wash a woolly mammoth! This lesson is going to help us understand how to write instruction texts. By the end of our time together, you'll be experts at writing down those important steps! Let's get started!"
Teacher: "Now, I want to share what WALT means. It stands for 'We Are Learning To.' So, our WALT for today is: 'We are learning to explore the features of instruction texts and how to write clear instructions!' Let’s take a look at what that means."
Take a moment to write the WALT on the whiteboard.
Teacher: "We have some success criteria too. By the end of our lesson, you should be able to name the key features of instruction texts, use imperative verbs at the start of your steps, and include time adverbials like ‘First’, ‘Next’, and ‘Finally.’ Does that sound good to everyone?"
Wait for responses and smiles.
Teacher: "Great! Now, let’s talk about some important vocabulary we’re going to use today. We need to know what the words mean so we can write our instructions clearly. Here are some words: instruction, goal, equipment, step, and warning. Let’s display these words on our word bank."
Display the word bank to the students.
Teacher: "Can anyone tell me what an 'instruction' is? How about a 'goal'? Let’s brainstorm together!"
Encourage students to respond and write down their definitions where appropriate.
Teacher: "Now it's time to look at the features of instruction texts. I’m handing out some printed sheets for you to look at while we discuss. Instruction texts usually have several key features: a title or goal, an equipment list, numbered steps, time adverbials, warnings, and sometimes diagrams."
Point to the printed handouts as you discuss each feature.
Teacher: "The title tells you what you’re going to do. The equipment list shows what you need. The numbered steps guide you through the process. Time adverbials help you know when to do each step. Warnings are super important— always remember to be safe! And diagrams can help visualize what we need to do!"
Teacher: "Now, let’s work together in small groups! I’ll give you an example instruction text. Your task is to identify the features we just talked about. Look for the title, equipment list, the numbered steps, any warnings, and any diagrams."
Distribute the example instruction texts and circulate among the groups to assist them.
Teacher: "You have five minutes! Go!"
Teacher: "Time's up! Let’s come back together as a class. Can each group share one key feature you found in your text? Who wants to go first?"
Encourage different groups to share their findings, praising their efforts.
Teacher: "Well done, everyone! You’ve done a fantastic job identifying those features!"
Teacher: "Before we finish, I want to explain your homework. You’ll create your own instruction text about how to do something you enjoy, like making a sandwich or planting a seed. Remember to use those imperative verbs and time adverbials we talked about. You'll write down the steps without presenting them in class."
Ensure students understand the expectations for their homework.
Teacher: "I can’t wait to read them all! You’ve all been great today."
Teacher: "Let’s recap what we learned. Today, we explored the features of instruction texts and practiced writing clear instructions. We discovered how important it is to be firm and clear! Can anyone tell me why clear instructions are so important?"
Listen to the responses and affirm their points.
Teacher: "Exactly! Clear instructions help others understand how to do things safely and correctly. Great job today, everyone! See you next time!"
What are the key features of instruction texts? List them and give a brief explanation of each.
Choose a common activity such as making a sandwich or brushing your teeth. Write a step-by-step instruction text for this activity. Make sure to include:
Find an example of an instruction text at home (it could be a recipe, a set of assembly instructions, etc.). Identify and list the features from the text.
Reflect on why it is important to use clear instructions. Write a short paragraph explaining your thoughts.
Create a word bank of at least five imperative verbs that you can use in your instruction text. Provide an example sentence for each verb.
Imagine you are giving instructions to a visitor who has never been to your school. Write down three clear instructions that would help them find their way to the main office using time adverbials.
Read a partner’s instruction text (if possible). Provide them with one piece of feedback on what they did well and one suggestion for improvement.