English K-6 Unit of Work

Text Cluster- Procedures

A PROCEDURE tells how to do or make something.
Examples of Procedures: Itineraries, recipes, instructional manuals and
directions

Focus of Unit:

Types of Texts

Informative texts texts whose primary purpose is to provide

information through explanation, description, argument,
analysis, ordering and presentation of evidence and
procedures. These texts include reports, explanations and
descriptions of natural phenomena, recounts of events,
instructions and directions, rules and laws, news bulletins and
articles, websites and text analyses. They include texts which
are valued for their informative content, as a store of
knowledge and for their value as part of everyday life.

Language Features

Steps usually start with an action verb (bossy verb)

Information Report
Factual Description
Literary Description

Steps are numbered

Write short clear instructions

Written in present tense

Use technical language when required

Stage: One and Two

Narrative
Personal Response
Review

Grammar Focus

Verbs usually used in a procedure: fold, measure, shake, cut, drill, glue, pour, fill,
remove, tie, rub, squeeze, nail, squeeze, place, join, overlap, hold

Adverbs used in a procedure: slowly, quickly, carefully, gently, accurately,

vigorously, lightly, tightly firmly

and it sounds like a command.

Term: Four 2015

Weeks 3-5

Outcome and content overview S2 scope and sequence

A communicate through
speaking, listening, reading,
writing, viewing and
representing

Speaking and Listening 1

EN1-1A communicates with a range of people in informal and guided activities demonstrating interaction
skills and considers how own communication is adjusted in different situations
EN2-1A communicates in a range of informal and formal contexts by adopting a range of roles in
group, classroom, school and community contexts
Writing and Representing 1
EN1-2A plans, composes and reviews a small range of simple texts for a variety of purposes on familiar
topics for known readers and viewers
EN2-2A plans, composes and reviews a range of texts that are more demanding in terms of topic,
audience and language
Handwriting and Using Digital Technologies
EN1-3A composes texts using letters of consistent size and slope and uses digital technologies
EN2-3A uses effective handwriting and publishes texts using digital technologies

B use language to shape and

make meaning according to
purpose, audience and
context

Reading and Viewing 1

EN1-4A draws on an increasing range of skills and strategies to fluently read, view and comprehend a
range of texts on less familiar topics in different media and technologies
EN2-4A uses an increasing range of skills, strategies and knowledge to fluently read, view and
comprehend a range of texts on increasingly challenging topics in different media and technologies
Speaking and Listening 2
EN1-6B recognises a range of purposes and audiences for spoken language and recognises organisational patterns and
features of predictable spoken texts
EN2-6B identifies the effect of purpose and audience on spoken texts, distinguishes between different
forms of English and identifies organisational patterns and features
Writing and Representing 2
EN1-7B identifies how language use in their own writing differs according to their purpose, audience and

subject matter
EN2-7B identifies and uses language forms and features in their own writing appropriate to a range of
purposes, audiences and contexts

Reading and Viewing 2

EN1-8B recognises that there are different kinds of texts when reading and viewing and shows an
awareness of purpose, audience and subject matter
EN2-8B identifies and compares different kinds of texts when reading and viewing and shows an
understanding of purpose, audience and subject matter

C think in ways that are

imaginative, creative,
interpretative and critical

D express themselves and

their relationships with others
and their world

E learn and reflect on their

learning through their study
of English

Grammar, Punctuation and Vocabulary

EN1-9B uses basic grammatical features, punctuation conventions and vocabulary appropriate to the
type of text when responding to and composing texts
EN2-9B uses effective and accurate sentence structure, grammatical features, punctuation conventions
and vocabulary relevant to the type of text when responding to and composing texts
Thinking Imaginatively, Creatively and Interpretively
EN1-10C thinks imaginatively and creatively about familiar topics, ideas and texts when responding to
and composing texts
EN2-10C thinks imaginatively, creatively and interpretively about information, ideas and texts when
responding to and composing texts
Expressing Themselves
EN1-11D responds to and composes a range of texts about familiar aspects of the world and their own
experiences
EN2-11D responds to and composes a range of texts that express viewpoints of the world similar to and
different from their own
Reflecting on Learning
EN1-12E identifies and discusses aspects of their own and others learning
EN2-12E recognises and uses an increasing range of strategies to reflect on their own and others
learning

Teaching and Learning Experiences

Wee
k

Content

Overview

A - communicate through
speaking, listening, reading,
writing, viewing and
representing.
understand that
handwriting and
presentation of work needs
to reflect audience and
purpose in order to
communicate effectively
recognise that effective
handwriting and
presentation of work is
required in order to
communicate effectively
for a range of audiences
B - use language to shape and
make meaning according to
purpose, audience and
context
C - think in ways that are
imaginative, creative,
interpretive and critical

Instructions:
Display a range of instructions on the IWB e.g. how
to make Lego, how to perform a simple science
experiment. What features of these structures
assist the audience? Again, discuss the importance
of using correct structure for a procedure.
Students are informed that they are going to make
a simple piece of jewellery or a hat using recycled
paper. Students make the jewellery piece or hat
and the teacher will hide the piece until a later
date.
Independent Writing:
Students must write the instructions for a peer to
follow. The peer will make the jewellery according
to the instructions.
Self and Peer assessment:
The instructor will compare the finished piece
with the original design.
The maker must give feedback to the instructor
regarding the clarity of the instructions and
together they will write an assessment of the
instructions.

Resources, Adjustments
and Register
Examples of instructions:
Lego
https://ralphsgalaxy.wordpress.co
m/category/lego/dacta/

Origami
http://www.origamifun.com/origami-sail-boats.html

See Procedure Checklist

(attached)

identify that different texts

have different
organisational patterns
and features for a variety
of audiences
identify and analyse the
different organisational
patterns and features to
engage their audience
D - express themselves and
their relationships with others
and their world

recognise how aspects of

personal perspective influe
nce responses to texts

E- learn and reflect on their

learning through their study
of English
develop an awareness of
criteria for the successful
completion of tasks
jointly develop and use
criteria for assessing their
own and others'
presentations
A - communicate through
speaking, listening, reading,
writing, viewing and
representing.
understand that
handwriting and
presentation of work needs
to reflect audience and

Instructions:
Display a range of texts showing directions on the
IWB, including written and maps (get from Google
maps). What features of these structures assist
the audience? Again, discuss the importance of
using correct structure, and clear and precise
instructions.
Using a map of Henty ask students to give verbal

Various maps around Henty

created from Google maps

purpose in order to
communicate effectively
recognise that effective
handwriting and
presentation of work is
required in order to
communicate effectively
for a range of audiences
recognise and begin to
understand that their own
experience helps shape
their responses to and
enjoyment of texts

B - use language to shape and

make meaning according to
purpose, audience and
context
identify
the audience and purpose
of imaginative, informative
and
persuasive texts (ACELY16
78)

identify organisational
patterns and language
features of print and visual
texts appropriate to a
range of purposes

identify characteristic
features used in
imaginative, informative
and persuasive texts to

directions. Trace the location onto the map, be

literal in what they say.
Discuss whether it is easy to follow or hard to
follow and reasons why. How could it be made
easier? (Written directions/a map)
Read the script as a class.
In pairs, create notes for Peter to follow. As if you
were Peter listening to your aunt telling you where
to go.
With the directions draw a line on the map of the
direction Peter should have taken. Make sure you
include arrows.

Targeting text, scan p. 54 onto

IWB.
Directions worksheet (included
below)

Students are informed that they are going to make

a map for other students to follow to find a
something they hide either inside the classroom or
in the Fruito area.

Independent Writing:
Students are to make a map for other students to
follow to find a something they hide either inside
the classroom or in the Fruito area.
Self and Peer assessment:
The cartographer will record each time the
navigator takes a wrong turn or looks in the
wrong place.
The navigator must give feedback to the
cartographer regarding the clarity of the
directions and the map. The navigator and
cartographer will then (together) write an

Directions checklist (included

below)

meet the purpose of the

text(ACELY1690)

identify the features of

online texts that enhance
navigation
identify features of online
texts that enhance
readability including text,
navigation, links, graphics
and layout (ACELA1793)
C - think in ways that are
imaginative, creative,
interpretive and critical
identify that different texts
have different
organisational patterns
and features for a variety
of audiences
identify and analyse the
different organisational
patterns and features to
engage their audience
D - express themselves and
their relationships with others
and their world

recognise how aspects of

personal perspective influe
nce responses to texts

understand differences
between the language of
opinion and feeling and
the language of factual

improved version of the map and directions.

reporting or
recording(ACELA1489)

E- learn and reflect on their

learning through their study
of English
develop an awareness of
criteria for the successful
completion of tasks
jointly develop and use
criteria for assessing their
own and others'
presentations
A - communicate through
speaking, listening, reading,
writing, viewing and
representing.

recognise and begin to

understand that their own
experience helps shape
their responses to and
enjoyment of texts

B - use language to shape and

make meaning according to
purpose, audience and
context
identify
the audience and purpose
of imaginative, informative
and
persuasive texts (ACELY16
78)

Look at YouTube clip of Aboriginal weaving and

make a list of which elements make it easy to
follow (dont need to watch all of it).
Put Taste.com.au recipe on the IWB (is appropriate
students look at it on their own laptops) and do a
think-pair-share on features that enhance
readability (text, navigation, links, graphics
and layout).
Images, links, checklist, shopping list (and
Coles), method and notes.
Highlight technical language (drain, rinse,
ceramic bowl, tender, seasonsing).

Assessment making fairy bread then

Using assessment data target teaching on creating

game procedures (eg create a board game).
Go over hopscotch game (put a scanned copy on
the IWB and hand one out) focusing on areas of
need: structural (different and similar to other

https://www.youtube.com/watch?
v=L9SLmcKYeiQ
http://www.taste.com.au/recipes/
28840/inside+out+vegetable+ro
lls

Assessment sheet in
Writing/Assessments folder on
network.
Targeting Text p. 66

identify organisational
patterns and language
features of print and visual
texts appropriate to a
range of purposes
identify characteristic
features used in
imaginative, informative
and persuasive texts to
meet the purpose of the
text (ACELY1690)

identify the features of

online texts that enhance
navigation
identify features of online
texts that enhance
readability including text,
navigation, links, graphics
and layout (ACELA1793)
C - think in ways that are
imaginative, creative,
interpretive and critical
identify that different texts
have different
organisational patterns
and features for a variety
of audiences
identify and analyse the
different organisational
patterns and features to
engage their audience
D - express themselves and

procedures) and language features (verbs and

time words). Highlight these aspects.

Independent (paired) writing:

Create a board game and write a how to play
procedure (students focus is on the procedure
which accompanies it) in pairs.
Self and Peer assessment:
Swap game and procedure with another groups
and give feedback on what was easy and hard to
follow, OR
Join with another group (to make 4) and play each
pairs game together.

their relationships with others

and their world

understand differences
between the language of
opinion and feeling and
the language of factual
reporting or
recording(ACELA1489)

E- learn and reflect on their

learning through their study
of English
develop an awareness of
criteria for the successful
completion of tasks
jointly develop and use
criteria for assessing their
own and others'
presentations

Procedure Checklist
Writers name: _____________________

Makers name:

__________________

Question
Is there an aim/goal?
Does the title include How to?
Are there materials?
Are the materials in a dot point list?
Are there steps?
Are the steps in a numbered list?
Does each step start with a bossy verb?
Is each step easy to follow?
Are the two pieces of jewellery/hat very similar?

Yes/No

Directions
Goal: To get from Peters house to the fruit market.
Walk __________________________________________________
Cross __________________________________________________
The fruit market is the _____________________________________
Goal: To get from the fruit market to the bakery.
Walk ___________________________________________________
Turn left down ___________________________________________
Cross __________________________________________________
Keep walking until _________________________________________
The baker is on the corner.
Goal: To get from the bakery to the milkbar.
Wait at the lights to cross Fredrick Street.
Walk ___________________________________________________
Turn ___________________________________________________
The shop is __________________ next to the ___________________
Goal: To get from the bakery to Peters house.
Turn _______________________________________________________
Turn left into Mercer St and keep walking until you get to the house.
Draw a map of the route Peter took (you can use different colours).

Directions Checklist
Cartographers name: ___________________ Navigators name:
____________________

Question
Is there an aim/goal?
Does the aim/goal include where you are starting from and going to?
Are there materials?
Are there steps?
Do you know the order of the steps?
Does each step start with a bossy verb?
Does each step have a direction word (for example left, right, straight)?
Is each step clear and precise? Describe why on the back.
Could you find the hidden treasure?

Yes/No