Language Unit Planner Grade 3 Date: 17th November 2014

Length of unit: 5 weeks

Stage 1 Desired Results
Established Goals: To develop the understanding and application of procedural writing, including
its social purpose, its structure and its language features.
Conceptual Understandings:

Students will understand that . . .

Procedures tell the audience how to do

something (play a game, cook
something, follow directions)
Procedures are organised sequentially by
a series of commands
Procedures can be enhanced by the use
of visual techniques

Students will know . . .(Knowledge)

That different kinds of procedures are
set out in different ways (recipes,
directions, scientific explanation)
That procedures are written with a
specific focus, terminology and visual
techniques

Essential Questions:
What are the different types of
procedures?
What are the elements of procedures?
How can we organise the text
sequentially?
How can we enhance the procedure with
the use of visual techniques?
Students will be able to . . . (Skills)
Recognize the different kinds of
procedural texts
Apply the appropriate time connectives,
sufficient details to carry out the
instructions successfully, warning and
cautions where necessary
Use appropriate terms such as actions
verbs, adjectives, time connectives,
prepositions

Stage 2 Assessment Evidence

Pre-Assessment: Making a pop up card.
Students will try to make a pop up card following instructions without separate steps or
illustrations. They will then make the card again with these elements added in. They will discuss
the difference between them, which was easier and why, then set some instructions for a friend (in
the same manner).
Performance Tasks:
Students will be given a choice of procedures
to write, connecting with their unit of inquiry
on Christmas markets. For example, recipes,
protocol for group meeting, how to budget,
how to set up stall, organization of day etc.

Other Evidence:
- Different kinds of student created
procedures (instructions, directions,
recipes etc)
- Following procedures correctly
- Ordering procedures sequentially
- Giving feedback

Notes for moderation of assessment: meet within grade and cross grade with grade 2 and 4.
Stage 3 Learning Plan
Learning Experiences: (include differentiation)
- Students discuss procedures in different contexts
- Read, Write, Think website
- Students use NSW samples and Writing Fun samples to experience and understand poetic

forms
Group writing procedures
Follow oral instructions
Using and creating flow charts and diagrams
Re construct jumbled up instructions
Evaluate the effectiveness of procedures
Follow and edit imperfect procedures to improve them
Following teacher models including goal, materials and steps
Applying grammatical patterns such as command verbs, action verbs and adverbials of time
and place.

Reflection: