1

Procedural Text: Term long unit plan

EDU3PWR
Assessment Task 1: Term Long Unit Plan
By: Kathleen O'Connell 17170108

2 Procedural Text: Term long unit plan

Contents Page


Introduction
(Focus questions, desired results)

Graphic Organiser

Page 3
Page 6

Overview of 10 weeks
(Term planner)

Page 7

Detailed Plan
(3 weeks)

Page 10

Resources

Page 15

3 Procedural Text: Term long unit plan

Introduction:

This term long unit is aimed at a Grade class in term 3 of the school year. From prior assessment, students have already been grouped
according to ability levels in writing. Throughout the duration of this unit on procedural text, students will work in their writing groups
(4 different groups) to complete a range of interdisciplinary activities and tasks. At the start or end of every session involved in this unit
the teacher will explicitly address the learning intentions. This will enable students to engage in the activities as they see the purpose
behind their learning. Embedded into the planning of this unit is a range of effective teaching strategies and activities that aim to
enhance learning in the most efficient way, this includes: whole-part-whole teaching instruction, differentiated tasks according to ability
and a variety of cross curricular content. The unit has been planned using backwards design in which students will aim to complete a
whole portfolio of work that will be assessed throughout and at the conclusion of the unit of work in order to meet desired results.

Focus Questions

The main questions that will be addressed in this unit are:
What is procedural text?
How can you successfully explain a procedure?
How can you express directions clearly?
What language is used in procedural writing?
What are the writing features in procedural texts?
How is a procedural text structured?
How do you write a successful procedural text?
How can you use multi-modal forms to convey meaning?

Desired Results

By engaging in this unit students will aim to achieve many interdisciplinary outcomes as suggested by AUSVELS, including:

4 Procedural Text: Term long unit plan

Level 1 (AusVELS):
Students respond to arts works to gain experience in identifying personal preferences, reflecting on features that might influence
their own arts works, and recognising similarities and differences between works
When communicating with others, students begin to distinguish between differing contexts, purposes and audiences and they
learn to modify their communication accordingly
Students regularly make short oral presentations to small groups or the whole class on specified topics across the curriculum and
on personal experiences beyond school. With guidance, students develop an understanding of basic communication conventions
and practise strategies for improving their presentations with a particular focus on making themselves understood
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)
Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of
content, headings and titles, navigation buttons, bars and links (ACELA1450)
Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they
listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660)
Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar,
word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)
Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)
Students practise ordering and sequencing their ideas. They begin to classify concepts, objects and ideas using given criteria and
describe, compare and contrast these classifications. They use a variety of thinking tools to assist with recognising patterns in
surrounding events and objects.

Level 2 (AusVELS):
They begin to select, arrange and make choices about ways of using arts elements, principles and/or conventions from individual
arts disciplines as they investigate the use of skills, techniques, processes, media, materials, equipment and technologies relevant
to the arts disciplines in which they are working.
When communicating with others, students begin to distinguish between differing contexts, purposes and audiences and they
learn to modify their communication accordingly

5 Procedural Text: Term long unit plan

With guidance, students develop an understanding of basic communication conventions and practise strategies for improving
their presentations with a particular focus on making themselves understood
Understand that different types of texts have identifiable text structures and language features that help the text serve its
purpose (ACELA1463)
Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge
of context, language and visual features and print and multimodal text structures (ACELY1670)
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for
familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose
(ACELY1671)
Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1674)
Understand that spoken, visual and written forms of language are different modes of communication with different features and
their use varies according to the audience, purpose, context and cultural background (ACELA1460)
Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of
vocabulary to suit audience and purpose (ACELA1470)
Listen for specific purposes and information, including instructions, and extend students own and others' ideas in discussions
(ACELY1666)
Rehearse and deliver short presentations on familiar and new topics (ACELY1667)

6 Procedural Text: Term long unit plan

Graphic Organiser:

AUSVELS
The strands being covered are:
- English: reading and viewing,
writing, speaking and listening
- Interpersonal development
- The arts
- Personal learning
- Thinking processes
- Communication
- Health and physical education

Curriculum Concepts
- Outcomes and learning
intentions clearly described
and decided, according to
previous assessment
- Intentions for the learning
to be addressed at the start
of each session
- Skills Checklist including
elements of: Purpose,
structure, text organization,
and Language features
- Outcomes checklist
including elements of:
speaking and listening,
reading and viewing and
writing

Literacy skills and processes

- Comprehension strategies: mind maps, cut and
paste, explore and discuss, engage in reading and
viewing
- Vocabulary: Feature word wall on procedural text,
word banks, connectors, commanding words to be
displayed
- Structure: Templates and features of procedural text
gradually being scaffolded less and less as the unit
progresses

Procedural Text
Grade
AUSVELS: English (writing)

Resources
- Procedural text activities by
Down Under Teacher
- Games: Simon says, Captains
coming, traffic lights, animal freeze
etc.
- Informational texts: How to
posters
- Procedural texts: recipes, art and
craft, written procedures
- Targeting text Lower Primary
- Board games
- Picture books (listed in
Appendix)
-

Written Genres
- Informational texts (posters,
how to guides)
- Procedural texts:(step-by-
step procedures to achieve a
goal) recipes
- Fiction and non-fiction
picture books (touchstone
texts to engage students in the
learning)

Assessment Tasks
- Assessment of learning: Folio of written and
creative procedural texts to show on parent
night and to aid as a summative assessment for
the teacher
- Assessment as learning: Getting students to
reflect on their learning: twitter board, out the
door passes, two stars and a wish, peer and
partner forms
- Assessment for learning: Assessing prior
knowledge (along with the use of KMLs),
observing student understanding and grouping
them according to ability and stating learning
intentions for every lesson and discussing it
with the class. Making and achieving goals
should also be acknowledged

Learning experiences/activities
- The multimodal activities will include:
- Reading and viewing procedural texts
- Engaging and understanding semiotics
- Writing procedures
- Playing informational/direction games
- Following procedures to create art and
food
- Following procedures to achieve a goal
(cross curricular activities)
- Physically moving according to directions
- Talk buddies/think pair share
- Procedural heads game (using word wall
of features)

7 Procedural Text: Term long unit plan

Overview of 10 Weeks (term planner):

WEEK
WEEK 1

WEEK 2

WEEK 3

Learning Sequence

Literacy Block

Skills/Strategies for Learning of

Curriculum Concepts

Assessment

An introduction to
Procedures.
What is a procedure?
Accessing prior knowledge

Exploring examples of
procedural text.
What is the purpose of a
procedural text?

2, 1 hour sessions and 1

half session, focusing on
introducing students to
concepts associated with
procedures.
2, 1 hour sessions and 1
half session, looking at
different types of
procedural text,
discussing what they
inform us to do
2, 1 hour sessions and 1
half session, introducing
the features of
procedural text and
exploring the purpose of
these features

- Playing instructional games

- Read aloud of picture books
relating to content
- Explore procedures within the
classroom
- Playing instructional games
- Reading, viewing and listening to
oral
procedures/instructions/directions
- Writing about procedures
according to personal experience
- Development of vocab relating to
procedural text
- Procedural text word wall and
discussion
- Procedural heads game
- Identifying features after reading,
viewing multimodal procedural
texts
- Applying understanding of
features in own writing/creating
- Anaylsing procedural texts and
pointing out features
- Developing procedural structures

Anecdotal notes
Teacher observations

Identifying the features of

procedural text.
What are some the features
of procedural text?

WEEK 4

Elaborating on the features

of procedural text.
How do these features
contribute to
understanding?

2, 1 hour sessions and 1

half session, identifying
text features and
explicitly defining them
in given examples.

Peer assessment
Diagnostic evaluation
Teacher observation
Self reflection
Self evaluation
Authentic tasks
Games
Teacher observation
Peer Evaluation

Authentic tasks
Teacher observation
Self evaluation

8 Procedural Text: Term long unit plan

WEEK 5

in writing

- Creating a poster about the
features of procedural text
- Analysing different procedural
texts
- Using multi-modal ways to create
procedures

Further analysis of
procedural text features.
Developing understanding
of structuring
writing/describing a
procedure. How can you
clearly state a procedure?

2, 1 hour sessions and 1

half session, developing
skills of writing and
describing procedures in
a range of modes.

Looking at the structure of

procedural text and its
importance.
How do you write a
procedural text?

2, 1 hour sessions and 1

half session, comparing
and analysing structures
of written and oral based
procedures.

- Using writing skills to create

2, 1 hour sessions and 1

half session,
experimenting with
comprehending skills to
achieve goals from a
range of different tasks
2, 1 hour sessions and 1
half session, using prior
knowledge of structure
and language to write
procedural texts.

- Achieving goals/outcomes in a

Authentic tasks
Teacher observation
Self evaluation

WEEK 6

WEEK 7

Using procedural texts to

complete extensive tasks.
With a focus on reading and
understanding students will
achieve a particular aim.

WEEK 8

Further development of
practicing writing a
procedural text. Attempting
to use features and text
structures

procedural text
- Class discussion and analysis of
different procedures

range of interdisciplinary activities

such as art, music, drama etc.
- following recipes to make food,
for example: fairy bread
- Writing tasks that will be
compared to assessment rubrics
- Writing procedures based on
previous activities (how to make
fairy bread)

Writing compared to
Rubrics
Peer evaluation
Teacher observation

Self evaluation
Authentic task/activities
Anecdotal notes

Anecdotal notes
Assessment rubrics
Self evaluation
Checklists

9 Procedural Text: Term long unit plan

WEEK 9

Understanding purpose and

audience when writing a
procedural text.

WEEK 10

Using understanding of
procedural text writing,
purpose, audience and
context in order to create a
piece of writing

2, 1 hour sessions and 1

half session, looking at
authors purpose of
different procedures and
using this information to
inform own writing.
2, 1 hour sessions and 1
half session, finishing off
any unfinished work and
constructing a portfolio
of a variety of procedural
texts.

- Looking at authors purpose in a

Self evaluation
range of texts
Anecdotal notes
- Describing procedures/directions Teacher Observation
to peers

- Creatively making a portfolio with Portfolios

a range of procedural writing and
Teacher observation
activities
Assessment rubrics

10 Procedural Text: Term long unit plan

Detailed Plan (3 weeks):

WEEK/SESSION

Learning
Intentions

Tuning In

Whole Class
instruction

Activities

Share/
Reflection

Assessment

Week 1:







Session 1

- We can
listen to and
follow
instructions
- We can
follow
instructions
to complete a
task
- We can
learn about
types
different
types of
directions

Students will
engage in
playing 3
games that
involve the
teacher giving
oral
instructions.
These games
will include:
Simon says,
animal freeze
and dance
along to
follow me

The teacher will then ask

students to think about
the situations in the
classroom that involve
instructions/directions.
Students will individually
find these around the
room. The teacher will
ask each student to talk
about what they have
found and how it
involves
instructions/directions.
On butchers paper each
member of the class will
(with the help of the
teacher) write down the
classroom situation they
found.

Think pair
share what
is one thing
that you learnt
today about
instructions.
Get 4 students
to share their
learning
experience

- Teacher
observation
(listening to
students responses
and identify level of
understanding/prior
knowledge)
- Anecdotal notes:
students that
responded well to
the games and were
able to identify
instructions around
the room and those
that couldnt quite
achieve this

Session 2

- I can listen
to directions
- We can use
oral language
to give and

Warm-up:
Instructional
game. (see
resources)
Think-pair-

The teacher will ask

students what they
noticed about the
games and activities
they engaged in.
Talk buddies
students will find a
partner and talk about
what they
liked/noticed about the
games and then the
teacher will ask a few
students to share. Main
points to focus on
during this discussion
is:
- How were directions
delivered in each
game?
- How did you know
what you had to do?
The teacher will talk
about different points
in the room and give
example directions to
students of how to get

The whole class will

discuss some of the main
areas in the school and
together will work out
what would be the best

Twitter
board: after
class
discussion
select 4

- Teacher
observation: were
students able to
follow and give
directions?

11 Procedural Text: Term long unit plan

follow
instructions

Session 3

Week 2:

- We can
brainstorm
words
relating to
directions
- We can
learn about
directions
through
drama

- I can follow
an
instruction
by engaging

share: what
are directions
and why are
they
important?

to these locations.
Students will then
demonstrate getting to
these locations by
following the
directions/instructions.
The teacher must
introduce vocab such
as: turn, right, left,
forward and how
they help
understanding.
Students will The teacher will ask a
be placed into member of each group
mixed ability to share their words
groups of 3.
with the rest of the
Each group
class (meanwhile
will have a
adding words to a word
small
bank to be displayed in
whiteboard
the classroom). The
and marker.
teacher will explain
They are to
how important it is to
come up with use these words and
as many
how difficult it can be
words that
to move around if there
relate to
is a lack of clear
directions.
instructional language
Students will The teacher will model
be given
the importance of
small sheet of following procedures
paper, along
in order to create art.

way to get to these areas.

The class will then
navigate and walk to the
destinations.

students to
write on the
twitter board,
what did they
learnt about
directions
during this
session?

In pairs, spread out

around the room,
students will take turns
in doing movements that
their partners must
mirror. However there
must be no verbal
communication.

Class
discussion:
What was hard
about that
activity?
What would
make it easier?

- Anecdotal notes:
Were students able
to brainstorm
words?
- Teacher
observation on
student behaviour in
drama activity

Students will be given a

handout that has the
body parts and
accessories to make a

The teacher
will select a
couple of
students to

- Correct finished
work: look for
students to
displayed the ability

12 Procedural Text: Term long unit plan

Session 1

Session 2

Session 3

in oral and
written forms
of procedural
text

with scissors
they must
follow oral
instructions
to complete a
simple cut
and paste
exercise

The class will discuss

what consequences
their art could face if
they didnt follow the
procedure correctly.

snowman. The handout

also has written
instructions in a
sequence of steps of how
to make it correctly.
Students will be given
time to colour in, cut out
and paste into their
books.
The teacher should work
closely with the low
group to cut-out etc. (see
resources)
- I can use my Warm up:
The teacher will point
Students will work
real life
using the
to examples (features) individually within their
experiences
interactive
of the procedure that
writing groups and
to
whiteboard
make it easy for the
complete a how I get
draw/write a the class will audience to understand ready for school
about a
look at a
what to do. The teacher worksheet. The
sequence of
written
will then model how
worksheets will be
events
procedure of he/she would describe differentiated according
how to brush tying a shoelace. The
to ability; where lower
your teeth.
teacher will then ask
students will draw and
The whole
students:
briefly describe their
class will
- How do you get ready procedures and moving
read through for school in the
into the higher groups,
the procedure morning?
more writing and less or
and then
- In what order do you no drawing will be
mime it out
do it in?
necessary.
together.
- I can listen
Students will Talk Buddies: what
Students will engage in a
to
be given a
was difficult about that physical activity where

present their
work to the
class and tell
the class what
they found
easy/hard
about the task.

to correctly
complete the task
- Teacher
observation: are
students able to
complete the task,
do they need help
understanding the
directions?

Talk Buddies:
read
out/describe
your
procedure to
get ready in
the morning.
Share
thoughts.

- Peer assessment:
could you
read/understand
your talk buddies
procedure
- Diagnostic: look
and mark all
students procedures
and determine
where they are at
with their writing
and understanding
thus far, in order to
gage an
understanding for
planning for the rest
of the unit
- Teacher
observation: were

Think pair
share: what

13 Procedural Text: Term long unit plan

Week 3:




Session 1

Session 2

instructions
to achieve a
goal
- I can learn
about
procedural/
informational
language
through
health and
physical
education
- I can learn
about the
features of
procedural
text
- We can
learn about
the purpose
of procedural
text

square sheet
of paper and
asked to
listen to oral
instructions
to create a
chatterbox
(see
resources).

The teacher
will present
to students
the teacher
down under
feature cards
(see
resources).
Students will
discuss what
they think
each word
means.
- I can write a Warm up:
how to
The class will
procedure
play a game
relating to
of Procedural
real life
heads (see
experiences
resources) in

task? How could it be

easier? The teacher will
get a few students to
share their thoughts.
Again make emphasis
on the importance of
listening to instructions
and how a shape might
turn out differently if
performed incorrectly.
Leading into the
movement activity
As a class, students will
decide what order they
think these features
would appear on a
procedural text. They
will then match the
meanings with the
features and make the
procedural text display.

they listen and use their

bodies to move into
different shapes. They
will do this through one
of the Cosmic Kids Yoga
episodes (see resources)

positions did
students using their
you move your listening skills in
body into?
this exercise?
Were the
instructions
easy to follow?

Handouts of a food
recipe will be given to
students and in their
writing groups they must
work together to find as
many features as they
can on the recipe. The
teacher will work with
the two lower groups in
a guided session on the
floor

Out the door

pass: 2 things
that I learnt
today, 1 thing I
would like to
learn next
lesson. All
students must
complete a
pass and give it
to the teacher.

- Self evaluation (out

the door pass)
- Authentic tasks to
see if students can
identify features

The teacher will

elaborate on the
importance of these
features within a
procedural text.
Students will discuss

Working independently
within writing groups,
students will be asked to
think of a procedure to
write about. Students
will be given how to

The teacher
will scan
students work
and select 1
person from
each ability

- Games:
(procedural heads)
to assess prior
knowledge
- Peer evaluation:
getting students to

14 Procedural Text: Term long unit plan

- We can
explain some
of the
features of
procedural
text

Session 3

order to
refresh their
learning from
the previous
session. This
will help
students for
the following
activity.

the purpose of a
procedural text and
how these specific
features contribute to
aiding understanding.

worksheets (similar to
the how I get ready for
school handouts). Again
these activities will be
differentiated according
to ability levels with
drawing/writing and
extended lined paper for
students. Students will
engage in the task as
they are prompted to
think of anything they
wish to write a
procedure about i.e
kicking a football, doing a
cartwheel etc.
- We can
Read aloud: Whole class activity:
All students have been
identify the
of any of the
Using the teacher down previously asked to bring
features of
picture books under display. Students in an example from home
procedural
listed in
will attempt to match
of a procedural text:
text
resources.
the descriptions to the recipes, news paper
- I can point
Ask students features, gradually
article etc.
out examples questions
building the display of
of procedural throughout.
procedural text in the
text
classroom.

group to read
out or explain
their
procedure to
the class.

respond to the work

being presented to
them

Each student
will share with
the class what
they bought in
as an example
for the session.

- Teacher
observation:
students responses
to the picture book
and their ability to
explain their
example of a
procedure

15 Procedural Text: Term long unit plan

Resources:
Picture Books:
- How to sneak your monster into school By Chris Francis
- How to make an apple pie and see the world By Marjorie Prieeman
- Georgia Rises By Kathryn Lasky
- My Grandmass Kitchen By Louise Fulton Keats
- Rocket into space By Ragbir Bhathal
- My Band By Elizabeth Lea
- Owl know how By Cat Rabbit
- A great cake By Tina Matthews
- Lets make some great fingerprint art By Marion Deuchars
- The great paper caper By Oliver Jeffers

Informational/Directional Games:
- Traffic lights
- Captains coming
- Animal Freeze
- Simon says
- Zip, Bop

Other games:
- Procedural heads: similar to celebrity heads in which the students will be given a card with a feature of procedural text written
on it. They cannot see this card as it is above their head so they must guess what feature it is from the descriptions their peers
give them.

Music:
- The Hokey Pokey
- Follow Me by patty Shukla

16 Procedural Text: Term long unit plan

Health and Physical Education:
- A cosmic kids yoga adventure (series of episodes)
https://www.youtube.com/user/CosmicKidsYoga

Drama:
- Mirror, Mirror (students follow their partners movement sequences)
http://www.childdrama.com/mirror.html

Art:
- Making a chatterbox
https://snapguide.com/guides/make-a-chatterbox/

Worksheets:
- Build a snowman











Other:
- Teacher down under: procedural text