| 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) | 60 |
| 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 |
Exploring Instruction Texts
Year 3
English
29 students
60 minutes
This lesson aligns with the National Curriculum requirements for Year 3 English, specifically regarding writing instruction texts and understanding their features.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction & Hook | 10 mins | Begin with an engaging question about washing a mammoth. Introduce the topic and show the image of the cartoon mammoth. |
| 2 | Learning Intention (WALT/WILF) | 5 mins | Present learning intentions and success criteria. Discuss what makes instructions effective. |
| 3 | Vocabulary Introduction | 5 mins | Introduce key vocabulary using the word bank. Discuss their meanings and examples in context. |
| 4 | Features of Instruction Texts | 10 mins | Examine a sample instruction text. Highlight key features as a class and fill in a chart on the whiteboard. |
| 5 | Group Activity | 15 mins | Organize students into small groups. Each group creates a mini instruction text about washing a mammoth using the features discussed. |
| 6 | Individual Practice & Reflection | 10 mins | Students will write their own instruction text on mini whiteboards, focusing on using imperatives and time adverbials. |
| 7 | Homework Explanation | 5 mins | Assign homework to write a complete instruction text at home. Explain expectations and clarify any doubts. |
| 8 | Review & Recap | 5 mins | Recap what has been learned and address questions. Encourage students to think about the importance of clear instructions. |
Students will complete an instruction text at home about a simple task (e.g., making a sandwich) using the features discussed in class. Homework will be reviewed through a written submission rather than presentations, ensuring each student receives feedback.
Maintain a warm and playful tone throughout the lesson. Encourage participation and creativity, reminding students that instruction texts are everywhere in our daily lives.
"Good morning, class! Today, we're going to have some fun with a very unusual topic. I want you all to imagine that you have a woolly mammoth at home. Yes, a woolly mammoth! How would you wash it? Think about that for a moment. Now, does anyone have any ideas? Raise your hand if you do!
[Wait for responses and engage with students.]
Great ideas! Now, let's take a look at this picture of a cartoon mammoth on the projector. Isn’t it adorable? Washing a mammoth sounds like a big task! Let's find out how we might do that together."
"Now that we've thought about washing a mammoth, let's talk about what we’re going to learn today.
[Show the learning intentions on the projector.]
We are going to explore the features of instruction texts. We can say WALT, which means 'We Are Learning To': explore instruction texts using 'How to Wash a Woolly Mammoth'.
And what does WILF mean? That's 'What I'm Looking For' or our success criteria. It means that by the end of today, I want you to be able to do a few things:
Does everyone understand what we’re aiming for today? Any questions so far?"
"Excellent! Now, let's delve into some important words we'll be using today.
[Distribute the printed word banks.]
Look at the word bank you've received. These are the key vocabulary words related to instruction texts. Can anyone tell me what an imperative verb is?
[Encourage students to answer.]
That's right! Imperative verbs are like bossy verbs. They tell someone to do something. For example, 'Wash' and 'Scrub'.
Also, what do we mean by time adverbials?
[Listen to responses.]
Exactly! They help us sequence steps in an order. We'll be using these words frequently today, so let’s make sure we understand them."
"Now, it’s time to look closely at what makes up an instruction text. I have a sample instruction text here.
[Present the instruction text on the projector.]
Let’s read this together. What can we see?
[Ask students to point out features.]
Fantastic! We can see a title at the top, there’s a list of things you need, and then we have the steps numbered. This is essential in instruction texts.
Now, let’s fill in a chart together on the whiteboard.
[Fill in the chart as students contribute.]
What features should we note down?
[List features on the whiteboard.]
Very good! Titles, equipment lists, numbered steps, time adverbials, warnings, and even diagrams if there are any!"
"Alright, it’s time for a group activity! I’m going to divide you into small groups. Each group will create a mini instruction text on how to wash a woolly mammoth using the features we've just discussed.
[Organize students into groups.]
You will have 15 minutes to come up with your instructions, so make sure to assign roles in your groups. One person can write the title, another can make the equipment list, and so on.
Ready, set, go! And remember, use those imperative verbs and time adverbials!"
"Time's up! Now, I would like everyone to take out your mini whiteboards. I want you to write your own instruction text about washing a mammoth. Remember to use the features we talked about, especially the imperative verbs and time adverbials.
[Provide 10 minutes for this task.]
Once you're finished, I’ll walk around and check on your progress. Don’t forget to think about any safety warnings you might include!"
"Great job, everyone! Now, let’s talk about your homework. I’d like you to write a complete instruction text at home about a simple task, like making a sandwich.
Remember to use all the features we covered today in your instructions. I’ll provide you with a handout with the expectations, but if you have any questions, feel free to ask now."
[Distribute homework handout.]
"Before we finish for the day, let’s recap what we’ve learned. What are the key features of instruction texts?
[Encourage students to share their thoughts.]
Fantastic! You've all done an amazing job today. Remember, clear instructions are very important in our daily lives. They guide us on how to do things safely and correctly.
Does anyone have any final questions? If not, I can’t wait to see your homework! Have a wonderful day!"
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A cartoon mammoth} | - Introduction to washing a woolly mammoth |
| - Engage students in fun discussion | ||
| - Importance of the task | ||
| 2 | {Image: A projector showing learning intentions} | - WALT: Explore instruction texts |
| - WILF: Success criteria | ||
| - Name key features of instructions | ||
| - Use imperative verbs | ||
| - Use time adverbials for ordering | ||
| - Suggest a safety warning | ||
| 3 | {Image: Printed word bank} | - Introduce important vocabulary |
| - Definition of imperative verbs | ||
| - Definition of time adverbials | ||
| 4 | {Image: Sample instruction text on projector} | - Features of instruction texts |
| - Key aspects: title, equipment list, numbered steps | ||
| - Group discussion to identify features | ||
| 5 | {Image: Chart on a whiteboard} | - Fill in a chart of features |
| - Titles, equipment lists, numbered steps | ||
| - Importance of time adverbials and warnings | ||
| 6 | {Image: Students working in groups} | - Group activity overview |
| - Create mini instruction text together | ||
| - Assign roles for group work | ||
| 7 | {Image: Students using mini whiteboards} | - Individual practice on mini whiteboards |
| - Write own instruction text | ||
| - Emphasize use of features discussed | ||
| 8 | {Image: Homework handout being distributed} | - Homework explanation |
| - Write complete instruction text at home | ||
| - Include features from class | ||
| 9 | {Image: Students discussing features} | - Review and recap session |
| - Key features of instruction texts | ||
| 10 | {Image: Happy students with thumbs up} | - Importance of clear instructions in daily life |
| - Encourage final thoughts and questions | ||
| 11 | {Image: Close-up of a textbook on instruction} | - Review materials and tools for writing |
| - Importance of clear and detailed instructions | ||
| 12 | {Image: Cartoon woolly mammoth outdoors} | - Different contexts for writing instruction texts |
| - Encourage creativity in topics | ||
| 13 | {Image: Checklist graphic} | - Understanding the checklist for successes |
| - Feature reminders for writing effective instructions | ||
| 14 | {Image: Group of children happily learning} | - Engage in collaborative learning |
| - Role of teamwork in creating instructions | ||
| 15 | {Image: Reminder to have fun with learning} | - Emphasize enjoyment in learning about instructions |
| - Anticipation for student homework submissions |
If you had to write a song about washing a woolly mammoth, what would the title be and what would be the first line?
Imagine you are a woolly mammoth – what would you want your owner to know before they start washing you?
Can you think of another unusual pet? What special instructions would you give for taking care of that pet?
Why do you think it's important to include safety warnings in instruction texts? Can you give an example of a safety warning when washing a woolly mammoth?
If you could add one more feature to an instruction text, what would it be and why?