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TERM/WEEKS: 2/ 6-7 YEAR LEVEL: 3 LEARNING AREA/TOPIC: ENGLISH Writing

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
Lang Literacy Literature (include learner diversity)
6/1 Understand how Students will be Lesson 1:
different types of able to… Questioning, Introduction/Motivation:
texts vary in use of Observation
language choices, Objective 1: and 1. Teacher explains to students that “I Need
depending on their Become familiar Anecdotal today we are going to complete a My
purpose and context with the Notes: visualising activity on the book “I Monster”
(for example, tense comprehension Notes are by
Need My Monster” by Amanda Noll. Has anyone
and types of strategy of taken on the Amanda
read this book
sentences) visualizing student’s Noll
2. Students receive a blank A4 piece of before?
(ACELA1478) ability to use
paper.
Objective 2: the strategy Book to
Use comprehension Recognise the of visualising
Lesson steps:
hide “I
strategies to build importance of to enhance

need my
literal and inferred using detailed their
3. Read the book – I Need My Monster
Monster”
meaning and begin to descriptions comprehensi
by Amanda Noll. Keep the book

evaluate texts by when writing on. Comment Blank A4
hidden so students do not see what
drawing on a growing paragraphs. on student’s
‘Gabe’ will look like.
paper
knowledge of ability Pencils

context, text Objective 3: recognise the
4. Students complete a visualising
structures and Visualize the importance of
activity while the book is being read.
language features descriptions and detail in
Students draw what they think the

(ACELY1680) events in texts writing
 and describe descriptions. monster ‘Gabe’ will look like based on
how this the books descriptions. Give students
strategy helps a time limit in which they must
enhance their complete their drawing.
comprehension
Conclusion:
How did
5. Students return to the mat with their
visualizing
drawings.
help them
6. Reveal what Gabe looks like.
understand

the text?
7. Take part in a class discussion on the

books use of descriptive words.
How does

reading differ
8. Ask students to raise their hands if
when they do
their drawing was similar to the books
not visualize
character. If most students raise their
in their heads
hand, discuss the effective use of
as compared
descriptive words. If only a few
to when they
students raise their hands, discuss the
do?
lack of descriptive words.


Why is it
9. Conclude the lesson by discussing the
important to
importance of using detail when
include as
describing something to paint an
much detail
accurate image in our readers’ minds.
as possible in

Extending/Enabling: our writing?

This is an open ended activity and thus

students at all levels will be able to

complete it.

Early Finisher:

Students colour in their visualising activity.
6/2 Lesson 2:
Understand how Objective 1: Observation Intro/Motivation:
different types of State the checklist 1. Read I need My Monster again and
texts vary in use of importance of To assess allow students to see the pictures.
language choices, using the 5 whether Why do good
depending on their senses and students 2. Explain to students they will be descriptions
purpose and context adjectives when recognise the creating their own monster by make writing
(for example, tense writing good importance of drawing it (include as much detail as more
and types of descriptions. using the possible) then writing a descriptive interesting?
sentences) senses and paragraph on it.
(ACELA1478) adjectives “What are our
when writing 3. Discuss descriptive language and 5 senses?”
good what to include in a descriptive
descriptions. paragraph. Explain to students that “What is an
descriptive writing creates a picture adjective?”
of a person, place, thing or event. A
good description will include all of the “How do
5 senses and use adjectives. adjectives link Whiteboa
to the 5 rd
4. Brainstorm descriptive words that senses?” Whiteboa
could be used in the students rd
‘monster’ paragraph. Have students “How does markers
think about their 5 senses when observing our
thinking of descriptive words. daily lives by Apple TV
using our MacBook
5. Using the Apple TV, model how to sense help in
write a descriptive paragraph on an writing good
imaginary monster. Highlight that descriptions?”
students need to paint a picture in
the reader’s mind by including lots of
detail.
 Lesson Steps: Monster
6. Students draw their monster and match
include as much detail as possible. drawing
Students make sure no other students template
in the class can see their drawing (for Pencil
peer assessment purposes). Coloured
pencils
Conclusion:
7. Students pack up their pencils and
return to the mat.
8. Revise descriptive writing and what
words to use in descriptive
paragraphs.

Enabling/Extending:
Brainstorm left on the whiteboard to assist
with students having difficulty with ideas on
what their monster should look like. Those
that are struggling with ideas on what their
monster should look like work on the mat
with the teacher.

Early Finisher:
Students start on their descriptive “What can we
paragraphs about their monster. use to help us
write good
descriptive
6/3 Understand how Objective 1: Self Lesson 3: paragraphs?”
different types of Identify the assessment Intro/Motivation: Whiteboa
texts vary in use of purpose and Checklist: 1. Revise descriptive writing and rd
language choices, features of a To assess highlight that students must include Whiteboa
depending on their descriptive text. whether lots of detail and use adjectives when
 purpose and context students have writing descriptive paragraphs. rd
(for example, tense Objective 2: included all markers
and types of Use the senses necessary 2. Divide the whiteboard into four
sentences) and adjectives to elements in sections. Write the following on the
(ACELA1478) construct a their board, one in each section.
descriptive descriptive The cat is eating.
Plan, draft and paragraph. writing. The black cat is eating.
publish imaginative, The big, black, furry cat is eating.
informative and The big, black, furry cat is eating fish

persuasive texts on the mat.
demonstrating
increasing control 3. Have select students come up to the
over text structures whiteboard and draw what the
and language sentence displays. Choose a different “What do you
features and selecting student for each section and be sure notice when
print, and multimodal to cover the sections not being used we add more
elements appropriate and reveal them as you approach detail to
to the audience and them. sentences?”
purpose (ACELY1682)
4. Discuss how the picture became more
Re-read and edit texts interesting as there was more detail
for meaning, added to the sentences. Explain that
appropriate the same thing happens in our minds.
structure, When we read something that has a
grammatical choices lot of detail, we paint an exact image
and punctuation of this in our minds.
(ACELY1683)
Lesson Steps:
5. Revise yesterday’s model lesson and Writing
discuss what students need to include book
in their descriptive paragraphs. What Pencil
 is your monsters name? What does “Have you
your monster look like? What are edited your
his/her likes/dislikes? Etc. work and
included all Self-
6. Students start their descriptive the features assessme
paragraph on their monster in their of a nt
writing books. Students are to write descriptive checklist
three paragraphs on their monster – a writing in
different topic for each paragraph. your
paragraphs?”
Conclusion:
7. Students edit their own work using a
self-assessment checklist. If finished,
teacher marks the students work.

Apples:
Students are called to the mat and work
with the teacher to write a descriptive
paragraph on their monster. Teacher
explains step by step, what to include in
each paragraph.

Extending:
Students extend themselves to include more
topics into their writing and write at least 5
paragraphs on their monster.


Plan, draft and Objective 1: Peer Lesson 4:
6/4
publish imaginative, Identify the assessment: Intro/Motivation:
informative and important use of To assess 1. Revise the last lesson on descriptive
detail when whether
 persuasive texts writing students can writing and explain to students they Writing
demonstrating descriptive identify the must finish their monster paragraph. book
increasing control paragraphs. importance of 2. Explain the peer assessment activity to Pencil
over text structures using detail students.
and language Objective 2: when writing
features and selecting Understand the effective Lesson steps: Blank A4
print, and multimodal peer assessment descriptions. 3. Students finish their monster paper
elements appropriate process by descriptive paragraph and complete a
to the audience and taking part in a peer assessment. Coloured
purpose (ACELY1682) peer assessment pencils
task. 4. Students complete the peer
Listen to and assessment by swapping their
contribute to paragraph with another student
conversations and (chosen by the teacher), the student
discussions to share briefly draws the other students
information and ideas monster based on the student’s
and negotiate in descriptions (use blank A4 paper).
collaborative
situations 5. Students match the monster with the “Did your
(ACELY1676) original drawing. If students’ monsters monsters
match, then they can see that they match?”
have included a lot of detail in their “Why/Why
writing. If it is different, students can not?”
see that their paragraph is missing
detail in some areas and that they “Why is it so
need to improve on this. important to
include lots of
Conclusion: detail when
6. Students return to the mat and share writing
with the class if their monster had descriptive
matched with their partners. paragraphs?”
7. Discuss Why/Why not?

8. Discuss the importance of using detail
in descriptive writing.

Extending/Early Finisher:
Students reflect on whether they have
included enough detail in their writing based
on their partners drawing. Students write a
reflection on their descriptive writing stating
what they could do next time to improve
their writing.

Apples:
Teacher assists with the reading of
paragraphs to weaker students. Students
listen to the teacher and draw what they
think the monster looks like based on the
description.

Understand that Objective 1: Rating Scale: Lesson 5: Show not tell
7/5 verbs represent Construct To assess Intro:
different processes, sentences that student’s 1. Discuss the importance of showing
for example doing, use verbs to ability to people and not telling them when
thinking, saying, and show what's show and not writing descriptions.
relating and that happening tell when 2. Provide examples such as:
these processes are rather than writing • Tell: “It was raining”
anchored in time simply reporting descriptions. • Show: “We could hear the
through tense the facts. pounding of the rain against the
(ACELA1482) roof as we huddled under the
Objective 2: bed and held each other
Plan, draft and Identifies the tightly.”
 publish imaginative, importance of 3. Explain to students they will develop “How did you
informative and showing to their ability to show and not tell. They
know it was
persuasive texts create a picture will be learning how to show an that particular
demonstrating in the reader’s emotion without saying it in their emotion?”
increasing control mind. writing.
over text structures 4. Model some emotions to the class:
and language Excited – show smiling, can’t sit still,

features and selecting jumping up and down etc. Cards with
print, and multimodal Sad – crying, pouting, making sobbing an
elements appropriate noises, head and body slumped etc. emotion
to the audience and Show a PowerPoint that displays written on
purpose (ACELY1682) different emotions. it.
5. Students turn to a partner on the mat Writing
and act out an emotion. The other books
student in the pair has to guess which Pencil
emotion it is and state why they Coloured
chose that emotion. Allow students 1- pencils
2 minutes to act out this emotion.
After the given time swap to ensure
the other person has a turn.
6. Pick pairs to share their emotions
with the class and identify how they
knew it was that particular emotion. “Why is it
important to
Lesson Steps: show and not
7. Explain today’s activity: tell when
Each student will receive an emotion. describing
Students draw the feeling and write a something in
few sentences about it without saying our
the word. E.g. Sick – sweating, face paragraphs?”
goes white as a ghost, shaking etc.

Conclusion:
8. Students share their emotions and
sentences with the class.
9. Discuss the importance of showing
and not telling when describing
something in their paragraphs.
Students need to remember this
when writing their next activity on a
favourite place e.g. instead of saying
it is rainy, students could say you can
always hear the raindrops pounding
on the tin roof as we huddle under
the bed etc.

Apples:
Receive emotions such as happy, sad or
angry. These are a laminated picture of a
cartoon showing this emotion. Students will
have less difficulty describing these simple
emotions and can use the picture as a
prompt to assist them.
Students only have to write one sentence
describing the emotion and brainstorm
describing words around their picture.

Extending:
Students receive a more difficult emotion
such as embarrassed, shy, frustrated etc.
Students write a paragraph on this emotion.

 Early Finisher: Whiteboa
Students colour in their emotions. rd
Whiteboa
Plan, draft and Objective 1: Observation, Lesson 6 rd
7/6 publish imaginative, Identify ways in Questioning markers
informative and which people and Intro/Motivation: “What is a
persuasive texts can use Anecdotal 1. Participate in a class discussion on the place that is
demonstrating descriptive Notes: students’ favourite places. meaningful to
increasing control language to To assess “Think about your favourite place, you?”
over text structures describe places. whether somewhere where you love spending Images of
and language students can time. It might be a house, a holiday places
features and identify ways destination, a park, a shop, a place at Apple TV
selecting print, and Objective 2: to describe school etc. Choose a place that is Mac Book
multimodal elements Recognise places. meaningful to you.”
appropriate to the features that
audience and can be used to 2. Students share their favourite places
purpose (ACELY1682) assist in the with the class, brainstorm these on the
writing of good whiteboard.
descriptive
paragraphs. Lesson Steps:
3. Display images of places on the Apple
TV. Have students share what they
would talk about if they were
describing each place.
4. Using the Apple TV, model writing a
paragraph on a favourite place of your
own.
Model: (divide into paragraphs)
• Where is it?
• What does it look like? Use your
5 senses
• How does it make you feel?
 “You will be writing a detailed description
of a place. Describe the place as if you are
painting a picture of it, use your senses,
give specific details etc. “
Conclusion:
5. Revise descriptive writing features to
conclude the lesson such as using our
5 senses, using adjectives, giving as
much detail as possible, showing and
not telling etc.

“What do you
Plan, draft and Objective 1: Self- Lesson 7: see, feel, Whiteboa
7/7 publish imaginative, Construct a assessment: Intro/Motivation: taste, smell rd
informative and paragraph that To assess 1. Ask students to imagine their etc.?” Whiteboa
persuasive texts includes students on favourite place. “Close your eyes and rd
demonstrating appropriate their progress imagine your favourite place. What do “What can we markers
increasing control language in writing you hear? What do you see, taste, use to help us Writing
over text structures features of a descriptive smell and feel? What feeling does this write good books
and language descriptive text. paragraphs. place give you?” descriptions?” Pencil
features and 2. Revise how to write a descriptive
selecting print, and Objective 2: paragraph together as a class – use
multimodal elements States ways that paragraphs for each new topic, use
appropriate to the can assist in our senses, include adjectives and use
audience and writing good as much detail as possible.
purpose (ACELY1682) descriptions. 3. Revise the brainstorm from the
previous lesson and add to this. Riding the
Re-read and edit bus self
texts for meaning, Lesson Steps: assessme
appropriate 4. Students complete a draft of their nt
structure, picture this paragraph in their writing template
books.
 grammatical choices 5. Students edit their work ensuring they
and punctuation include full stops, capital letters,
(ACELY1683) spelling, have they included as much
detail as possible? “Is your cup
full? Have you
Conclusion: included as
6. Students complete an informal self much detail
assessment riding the bus. Students as possible?”
draw themselves on the bus with
regards to how they feel about their
progress in their learning. E.g.
students who feel confident about
their learning draw themselves driving
the bus as where students who are not
confident draw themselves at the back
of the bus.
Enabling:
Students are given a favourite place to write
about from the teacher such as a rainforest
(students have already completed a
descriptive paragraph on this which will
assist with the activity).
Extending:
Extend students to write more and include
more detail into their paragraphs. Extend
them to include interesting compound
sentences and use a range of adjectives.
Early Finisher: Writing
Students start on their good copy by writing books
in the template provided. Pencil
Assessme
 Lesson 8: nt
Plan, draft and Objective 1: Rubric: Intro/Motivation: template
7/8 publish imaginative, Construct a To assess 1. Revise last lesson. Highlight how Scissors
informative and paragraph that whether students can improve their work – “What can we Glue
persuasive texts includes students detail, adjectives, senses, spelling and use to help us
demonstrating appropriate construct a punctuation etc. write good
increasing control language descriptive descriptions?”
over text structures features of a text that Lesson steps:
and language descriptive text. includes all 2. Explain the assessment activity to
features and relevant students.
selecting print, and features. Students are to finish editing their Post-it
multimodal elements Objective 2: work and complete a final copy by notes
appropriate to the States ways that writing in the template provided. What
audience and can assist in Students draw a picture of their stuck with
purpose (ACELY1682) writing good favourite place described in their you?
descriptions. paragraph. Poster
Re-read and edit 3. Students cut out the template and
texts for meaning, glue it together.
appropriate “What have
structure, Conclusion: you learnt
grammatical choices 4. Revise the descriptive writing unit. about
and punctuation 5. Students complete an Informal descriptive
(ACELY1683) assessment – what stuck with you? writing?”
Students receive a post-it note.
Students write one thing they have
learnt about descriptive writing and
post it on the ‘what stuck with you?’
poster.

Enabling:
Students are given a favourite place to write
about from the teacher such as a rainforest
(students have already completed a
descriptive paragraph on this which will
assist with the activity).
Extending:
Extend students to write more and include
more detail into their paragraphs. Extend
them to include interesting compound
sentences and use a range of adjectives.

 FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC: ENGLISH Writing

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
Lang Literacy Literature (include learner diversity)
8/1 Students will Lesson 1:
Understand how be able to… Questioning Introduction to procedural writing:
different types of and Anecdotal
texts vary in use of Objective 1: notes: Procedural text: Texts that direct behaviour,
language choices, State the To assess they instruct and tell how to do something.
depending on their purpose of whether
purpose and context writing students Introduction/Motivation:
(for example, tense procedural understand Break down the features of a procedure.
and types of texts. the purpose of 1. Brainstorm the types of procedures
sentences) a procedure on the whiteboard – use visual
(ACELA1478) Objective 2: and can prompts on the Apple TV to assist
Provide provide students with ideas.
examples of examples of Types of procedures Whiteboard
different types different types • Texts that explain how to make Whiteboard

of procedures of procedures. something work or how it is to be markers
used (instructions)
Objective 3: Blank • Texts that instruct how to do a “What is a
Identify the procedures particular activity (recipes, science procedure?
organisational marked via a experiments, stage directions etc.) ”
features of a Checklist: 2. Discuss the structure of a
procedural text To assess procedure. Display word cards “Can you
whether that contain the structural give me
 students can features of a procedure text on examples Procedure
identify the the whiteboard and discuss the of a word cards
organisational meaning of each. procedural
features of a Structure: text?”

procedure. • A heading/title
• Aim/Goal
• Materials required
• Method/Instructions
• Sequence of actions or steps
presented in order in which
they are to be completed.
3. Display a procedure on the “What is

whiteboard – ask students to help our
heading/titl
you identify the structural
features and put them in the e?” Example
correct place. “What is procedure
the with blanks.
Lesson steps: aim/goal of
4. Students receive their own blank this
procedure and have to fill in the procedure?

blanks by writing the structural ”
“What do I
feature in its corresponding place.
need in
Conclusion: order to Student
5. Revise the structural features of a complete worksheet
procedure, discuss the purpose this with blanks.
and types to conclude the lesson. procedure?
Enabling: ” Student

Students receive a cut and paste worksheet procedure
cut and
rather than having to write into the
template to fill in the blanks. paste
worksheet.
 Extending:
Students use the template as a guide to
assist them in writing their own how to get
ready for school procedure.


8/2 Understand how Objective 1: Questioning: Lesson 2:

different types of Identify To assess Intro/Motivation:
texts vary in use of language whether 1. Introduce the book wombat stew. Wombat
language choices, features used students can
2. Read the book for enjoyment. Stew by
depending on their in a procedural identify
3. Revise the features of a procedural “What is a Marcia K.
purpose and context text particular text, highlighting the language verb?” Vaughan
(for example, tense language features - Action verbs.
and types of Objective 2: features that 4. Explain that each step in a procedure
sentences) Identify verbs are found in a will start with a verb. Ask students to
(ACELA1478) in a procedural procedural give a definition of a verb and an
text and add text. adverb.
Understand that their own
5. Read the book wombat stew again.
verbs represent adverb to
Students listen carefully for the use of
different processes, enhance Marking of verbs in the text. Students can act out
for example doing, meaning. sentences via
each verb used in the book as it is
thinking, saying, and a Checklist:
read aloud.
relating and that To assess “What
these processes are whether
anchored in time students can
Lesson Steps: verbs have
through tense identify verbs been used
6. Brainstorm verbs that are used in the in the book Whiteboard
(ACELA1482) in a book and ask students to provide Wombat Whiteboard
procedural some verbs that weren’t in the book Stew?” markers
text and use but are related to cooking.
adverbs to 7. Model writing recipe steps that use a Writing
enhance their
signal word, adverb, verb and a noun. “What is an books
meaning. 8. Students are to create their own adverb?” Pencil
recipe steps that follow the sequence
 of signal word, adverb, verb and
noun. “What is a
noun?”
Conclusion:
9. Students return to the mat and take “What is a Mini
part in a game of Verb Bingo using signal Whiteboard
the verbs that were previously word?” Whiteboard
discussed and brainstormed. markers
10.Revise the language features of a
procedure text to conclude the
lesson.

Apples:
Students list as many verbs as they can and
add their own adverb to enhance its
meaning e.g. carefully pour, gently place,
roughly chop etc. Students are given
adverb word cards to assist them with
writing verbs.

Extension:
Students create a nonsense recipe using the
steps they have come up with. Students are
to use as much of their steps as possible to
create the recipe. Students are to follow the
structure of a procedure to complete this
activity – must include title, aim, utensils,
materials, method etc.

8/3 Plan, draft and Objective 1: Apples Lesson 3: Bag that
publish imaginative, Construct a assessment Intro/Motivation: includes a
informative and procedure that marked via a 1. Revise the structure and language toothbrush,
 persuasive texts contains all Rubric: features of a procedure. “What do I toothpaste,
demonstrating necessary 2. Tell students they will be helping you need to water.
increasing control language and To assess write a procedure on How to Brush brush my
over text structures structural whether your teeth. teeth?”
and language features. students can 3. Discuss the utensils needed to
features and accurately complete this action. Display a bag of “What Apple TV
selecting print, and construct a utensils. Reveal the utensils one by utensils am Mac book
multimodal procedure one, not all ingredients will be in I missing?”
elements that includes there such as a sink. Ask students
appropriate to the all relevant “What am I missing?”.
audience and features. 4. Model how to write a procedure on
purpose How to brush your teeth
(ACELY1682) (this will be an assessment for weaker
students).
Model the aim, utensils, method
(step by step instruction).
Type this on the Apple TV. “What are Master chef
they video
Lesson Steps: making?”
5. Show a master chef video. Discuss
their use of words and what they “What
were making (the steps ingredients Writing
involved/ingredients etc.) did they books
6. Explain the activity to students. use?” Pencil
7. Students return to their seats and
write a procedure on the video they “What kind
have just watched. Students are to of language
include all structural and language are they How to
features of a procedural text. using brush your
8. Re-watch the video while students (action teeth
are at their seats if required. verbs)?” assessment
9. Apples go to the lobby/middle of the template.
 classroom and write their own
procedure on how to brush your
teeth (assessment).

Conclusion:
10.Revise procedures and discuss the
terminology and organisational
features to conclude the lesson.

Apples:
Complete how to brush your teeth
assessment in the lobby.
Early finisher:
Students draw a picture to match their
procedure.
“What type Wombat
Lesson 4: of Stew book
8/4 Plan, draft and Objective 1: Stew template
Intro/Motivation: procedure
publish imaginative, Use their marked via a
1. Read the book ‘Wombat Stew’ again is this? “ Whiteboard
informative and knowledge of Checklist:
to students. Whiteboard
persuasive texts the features of To assess 2. Revise its features – what happened?, “What was markers
demonstrating procedures to students on what type of procedure is it? etc. the first
increasing control construct their their progress thing they
3. Discuss and brainstorm the steps in
over text structures own creative of identifying did to make
making wombat stew based on the
and language procedure. the features a wombat
book.
features and of procedures 4. Model how to write a procedure on stew?” etc.
selecting print, and and
the book using the previously
multimodal constructing brainstormed ideas. Stew
elements procedures
template
appropriate to the with this
Lesson Steps: Pencil
audience and knowledge.
5. Students return to their desks and Coloured
purpose receive a ‘stew template’. Students Pencils
 (ACELY1682) are to create their own creative
wombat stew using unique and
interesting ingredients not used in
the book. Students write this in the
template.

Conclusion:
6. Students return to the mat and share
their creative wombat stews to the
class.
Apples stew
Apples: template
Template with aim, method, utensils etc. with labels
already included. Students have to come up included.
with ingredients to put into their stew and
write a series of steps in order to make the
stew. Students are given verb cards to assist
Understand how them in starting their procedure.
different types of Early finisher:
texts vary in use of Students draw their ingredients around the
language choices, pot and decorate the worksheet.
depending on their “What was
9/5
purpose and context the main Carla’s
Objective 1: Anecdotal
(for example, tense Lesson 5: message/id sandwiches
Identify notes:
and types of ea in the book
language and To assess
sentences) Intro/Motivation: book?”
organisation whether
(ACELA1478) 1. Read Carla’s sandwiches.
features used students can
Plan, draft and 2. Take part in a class discussion of the “What kind
in a procedural identify the
publish imaginative, book – what was the main message in of
text language and
informative and this book, what kind of sandwiches sandwiches
organisation
persuasive texts did Carla make? etc. did Carla Whiteboard
features of a
demonstrating make?” Whiteboard
procedural
 increasing control text. Lesson Steps: “Have I markers
over text structures 3. Model how to write a class procedure included all
and language on making a vegemite sandwich – use the
features and think aloud statements. features of
selecting print, and Conclusion: a
multimodal 4. Ask students if you have missed procedure
elements anything. Ask students questions on in my
appropriate to the the organisation of the procedure writing?”
audience and and what language is used etc.
purpose
(ACELY1682)

Plan, draft and
9/6 publish imaginative, Objective 1: Observation Whiteboard
informative and Construct a and Anecdotal Lesson 6:
Whiteboard
persuasive texts procedure that notes: Intro/Motivation:
markers
demonstrating includes the To assess 1. Brainstorm unique sandwiches and
increasing control appropriate students on interesting ingredients.
over text structures language and their progress 2. Revise the features of a procedure
and language organisational in writing a and how a procedure is constructed.
features and features of a procedural
selecting print, and procedural text. Lesson Steps:

multimodal text. 3. Students use their own interesting
elements ingredients to create their very own “What do I Writing
appropriate to the procedure on a unique sandwich. have to books
audience and Explain to students they must use at include
purpose least 5 ingredients and have at least 5 when
(ACELY1682) steps in their procedure. writing a
Re-read and edit 4. Students write this in their writing procedure?
texts for meaning, books and edit their work. ”
appropriate
structure, Conclusion:

 grammatical choices 5. Revise what to include when writing a
and punctuation procedural text.
(ACELY1683) Apples:
Students are provided with assistance in
what headings to include and what needs to
be included under that heading. Brainstorm
these ideas with the teacher on the mat.
Students then write the procedure using
their own ideas of a unique sandwich.
Extending:
Students include more ingredients and
steps into their procedures and push
themselves to use interesting verbs,
adverbs and signal words.
Plan, draft and
publish imaginative, Objective 1: Lesson 7:
9/7 Construct a Self Intro/Motivation Writing
informative and
persuasive texts procedure that assessment: 1. Revise yesterday’s lesson on unique books
demonstrating includes the To assess sandwiches and the features of a Pencil
increasing control appropriate whether procedure. Students are to check that “Have I
over text structures language and students have they have included all of these included
and language organisational included all features in their writing. everything I Sandwich
features and features of a necessary need in my template
selecting print, and procedural language and Lesson Steps: procedure?
multimodal text. organisation 2. Students finish editing their work and ” Self
elements features complete a final copy by writing in assessment
appropriate to the the template provided. Checklist
audience and Conclusion:
purpose 3. Students complete a self-assessment Sandwich
(ACELY1682) checklist to ensure they have template
Re-read and edit included all necessary features into with
texts for meaning, their writing. headings
 appropriate
structure, Apples:
grammatical choices Students receive a template with headings
and punctuation such as aim, utensils etc. already included.
(ACELY1683) Early finisher:
Students start on the construction of their
own sandwiches using construction paper
and gluing it into the space provided on the
template.
Plan, draft and
publish imaginative, Lesson 8:
Objective 1:
9/8 informative and Procedure Introduction:
Construct a
persuasive texts marked via a 1. Revise yesterdays lesson and explain
procedure that
demonstrating Rubric: to students they are going to use
includes the
increasing control To assess construction paper to make their
appropriate
over text structures whether sandwich. Sandwich
language and
and language students can 2. Explain the activity to students and template
organisational
features and accurately ensure they all understand the Coloured
features of a
selecting print, and construct a process. construction
procedural
multimodal procedure Lesson Steps: paper
text.
elements that includes 3. In the space provided in the A3 Scissors

appropriate to the all relevant template, students construct their Glue
audience and features. own sandwich based on their Pencil
purpose procedure using construction paper. “What have
(ACELY1682) 4. Students use different coloured I enjoyed
paper to represent the different the most?”
ingredients used and glue them onto
the template. Students label these “What did I
ingredients. find
5. Those who have not completed the difficult
writing part of the procedure about
continue with that. writing a
 Conclusion: procedure?
6. Take part in a class discussion on the ”
process of making our own
sandwiches. What did they enjoy the
most? What did they find difficult
about writing the procedure? Etc. Fairy bread
Understand how
recipe
different types of
Lesson 9: “What do I
texts vary in use of Objective 1: Introduce cooking recipes.
10/9 Anecdotal need to
language choices, Use their Intro/Motivation: make fairy
depending on their knowledge of notes and 1. Explain how recipes are read, what
Observation bread?”
purpose and context procedure features they include etc.
Checklist:
(for example, tense features to 2. Display the recipe ‘Fairy bread’.
sequence the To assess Jumbled
and types of 3. Read through the recipe and ask
steps of a whether fairy bread
sentences) students questions on what is needed
jumbled students recipe
(ACELA1478) to make fairy bread.
procedure. understand
the sequence

Objective 2: of a procedure Lesson Steps:
4. In pairs, students receive the recipe
Students follow and how to
follow it. cut up and jumbled. Students are to
a recipe step
unjumble the recipe first in order to Bread
by step, in
know what steps need to be taken to Butter
order to
complete the recipe. 100’s and
accurately
5. Students show the teacher their 1000’s
create the final
sequence of steps prior to Knife
product.
commencing the activity. Plate
6. One student from the pair will collect
the ingredients needed for the
recipe.
7. Individually, students follow the
recipe to make their own fairy bread.
8. Partners may assist each other

Understand how the
different types of
texts vary in use of Objective 1:
10/10
language choices, Students follow
depending on their a recipe step
purpose and context by step, in
(for example, tense order to
and types of accurately
sentences) create the final
(ACELA1478) product.
Listen to and
contribute to
conversations and interpreting the procedural text. when I list (outlined in
discussions to share
throughout the process if assistance
is required.
“What was
Conclusion: the process
9. Students pack up the materials and of making
clean their desk. fairy
10.Students return to the mat to discuss bread?”
the process of making fairy bread.
Apples:
Students are partnered by the teacher with
someone who does not have difficulty
sequencing the steps of a procedure.
This partnership will assist both students as
those who require extending will be
teaching the sequence of the procedure to Banana
the other students. “What is bread recipe
the aim of
Lesson 10:
Intro/Motivation: procedure?
Anecdotal 1. Hand out the recipe sheets and ask ”
notes: students if anyone has seen or eaten
To assess these before. “What
whether 2. Tell students that we are going to utensils
students can make banana bread, however we and Ingredients
follow a recipe need to understand the process ingredients and
in order to behind it. do I need?” utensils/appl
accurately 3. Students will pair up and read iances for
produce a through the instructions. “What is it banana
final product. 4. Start a class discussion analysing and called bread
5. Ask about the significance of the steps in the recipe
headings, sub headings, bullet points, a attatched)
 information and how many does it make etc. procedure? iPad
ideas and negotiate 6. Steps are divided amongst students ”
in collaborative to ensure all have a turn at making
situations the bread.
(ACELY1676) 7. Students are made aware of safety
and hygiene when cooking.
8. Students make the banana bread by
following the recipe. “Why is it
9. Provide assistance at stages where so
students require the oven etc. important
10.Take pictures of the process. to follow a
procedure
Conclusion: correctly?”
11.Students clean up the materials used
throughout the lesson.
12.Discuss the consequences of not Pictures
Understand how following a procedural text correctly. “What did taken from
different types of we do the cooking
texts vary in use of Lesson 11: first?” lesson
Objective 1:
language choices, Procedure Intro/Motivation: Apple TV
10/11 Construct a
depending on their marked via a 1. Revise last lesson on cooking banana “What did
procedure bread. Display pictures of students
purpose and context Rubric: we do at
that includes
(for example, tense To assess completing each step. this step?”
the
and types of whether 2. Sequence these into the correct
appropriate
sentences) students can order of events. “What do
language and
(ACELA1478) accurately 3. Discuss what happened at each step, we need to
organisational
construct a what materials were required etc. include
features of a
Plan, draft and procedure 4. Revise what to include when writing a when Dotted
procedural procedure – headings, sequence
publish imaginative, that includes writing a thirds
text.
informative and all relevant events in order etc. procedure? Pencil

persuasive texts features. ”
Objective 2:
demonstrating Lesson Steps:
 increasing control Recall and 5. Students complete an assessment by Cloze
over text structures sequence making their own procedure on banana
and language events into banana bread using their prior bread
features and their correct experience and the pictures to assist procedure
selecting print, and order. them with the process.
multimodal 6. Apples receive a cloze procedure to
elements complete on banana bread.
appropriate to the
audience and
purpose Conclusion:
(ACELY1682) 7. Students hand in their assessment
and return to the mat for a
discussion.
8. Students review the images and
discuss what they enjoyed the most
Understand how about making banana bread.
different types of
texts vary in use of Objective 1: Lesson 12:
10/12 language choices, Collage
State the Intro/Motivation:
depending on their marked via a
purpose of 1. Review procedural writing – discuss
purpose and context checklist:
writing its organisation and language
(for example, tense To assess
procedural features. A4 blank
and types of students on
texts. 2. Explain the activity “What is paper for
sentences) their ability to
the collage
(ACELA1478) Identify the Lesson Steps:
Objective 2: purpose of
features used 3. Students complete a collage
Identify a
in a
language demonstrating everything they have procedure?
procedural
features used learnt about procedures throughout ”
text
in a procedural the unit. “What

text Students are to include: language

• Purpose of procedures features
Questioning:
Objective 2: • Organisation features e.g. aim, are used in
Identify To assess materials, method etc. procedures
organisation students on • Language features e.g. action ?”
features used the purpose verbs, signal words etc. “What did Apple TV
in a procedural and features • What they have made you make Mac book
text of a • What they enjoyed the most throughout
procedural Conclusion: the unit?”
text. 4. Students take part in a class quiz. Mini
Display questions on the Apple TV. “What did whiteboards
5. Read the questions to students. you enjoy Whiteboard
6. Using the mini whiteboards, students the most?” markers
write down the correct answer.
7. When asked by the teacher, students
turn their boards around and show
the teacher. State the correct answer
and move onto the next question.
8. Students keep a tally of how many
questions they have right.
9. Continue until all questions have
been read and answered.
10.Summarise procedural writing
highlighting its main features. Collage
template
Apples:
Students receive a template to complete
their collage on. Students answer the
questions by stating everything that they
know onto the template. Teacher assists the
students with ideas.

Extending:
Students write a reflection on their progress
throughout the unit. What they could have
improved and why, what they did well etc.
This is completed on the back of their
collage.