UNIT PLAN
English
Professional Experience 4 2020
Unit Topic: Procedural Texts Class Size: 26 students
Year level: 2 Lessons: 13
Learning objectives: Australian Curriculum alignment
 To explore how procedures provide
instructions about completing a task.
 To identify and explore the structure of
procedures.
 To identify and explore the language
features of procedures.
 To explore action verbs, common nouns and
adverbial phrases in procedures.
 To jointly construct a simple procedure
about a familiar experience.
 To jointly construct a simple recipe for fruit
salad in small groups.
 To independently write a recipe
 To publish a simple recipe f
(ACELA1463 
Understand that different types of texts have
identifiable text structures and language features that help
the text serve its purpose 
Use interaction skills including initiating topics, making positive
statements and voicing disagreement in an appropriate manner,
speaking clearly and varying tone, volume and pace
appropriately(ACELY1789
ACELA1463
Understand that different types of texts have identifiable text
structures and language features that help the text serve its
purpose
ACELA1466
Know some features of text organisation including page and
screen layouts, alphabetical order, and different types of
diagrams, for example timelines
ACELY1668
Identify the audience of imaginative, informative and
persuasive texts
ACELA1470
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
ACELY1666
Listen for specific purposes and information, including
instructions, and extend students own and others' ideas in
discussions
ACELY1671
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...
ACELY1672
Re-read and edit text for spelling, sentence-boundary
punctuation and text structure
ACELY1673
Write legibly and with growing fluency using unjoined upper
case and lower case letters
Preparing for Learning: Achievement standard:

Develop a procedural writing wall in the classroom
before commencing the unit. Display word wall
vocabulary,  posters and learning goals that will
stimulate the students’ interest and assist in their
learning.
Expose the students to a variety of procedures
before and during the unit. Read and view
procedural texts such as recipes, rules for board
games and craft activity instructions. Encourage the
students to bring in sample procedures from home
to share with the class.
When discussing their ideas and experiences,
students use everyday language features and topic-
specific vocabulary. They explain their preferences
for aspects of texts using other texts as
comparisons. They create texts that show how
images support the meaning of the text.
Students create texts, drawing on their own
experiences, their imagination and information they
have learnt. They use a variety of strategies to
engage in group and class discussions and make
presentations. They accurately spell words with
regular spelling patterns and spell words with less
common long vowel patterns. They use punctuation
accurately, and write words and sentences legibly
using unjoined upper- and lower-case letters.

Week Lesson
Focus Learning Experience Resources

Lesson 1: Students are instructed to write a cold piece procedure to Genre writing
Cold Piece see where they are at with their understanding of books
procedural writing

Ask students to write a cold piece about how to make a

jam sandwich/pizza/get dressed for school

Students will not get guidance on how to write their

procedure
Lesson 2: Tuning in: Exploring
Students will Procedure texts
explore how - Explain to the students that you have been invited PowerPoint
procedures to attend a fancy dress party. You have compiled a (Slide 5)
provide costume, but you are not sure how it all goes
instructions together. Show the students each component of Topic Cards
about completing your costume and explain that you need their help
a task. to get dressed.

 Call on a volunteer student to instruct you on what

you should do first. Once the instruction has been
given, try to deliberately misinterpret the
instruction e.g. if the student says “Put the hat on”,
you might put the hat on your foot. Encourage the
students to add greater detail to their instructions to
 provide clarification and avoid confusion e.g. “Put
the hat on your head.”
 Continue calling on volunteers to instruct you in
putting on the costume. Where appropriate,
continue to misinterpret any unclear instructions.
Support the students in modifying their instructions
so that the intended course of action is clear.

Instruction

 Explain to the students that instructions (like the

ones they have just provided for putting on a fancy
dress costume) can also be called ‘procedures’.
Introduce the purpose of procedures, as outlined on
slide 5 of the Exploring Procedural Texts
PowerPoint. Explain to the students that
procedures can be verbal (such as street directions)
or written (such as a recipe).
 Explain to the students that the title of a procedure
usually starts with the words ‘How to’. As a
‘Think, Pair, Share’ activity, ask the students to
brainstorm a list of ‘how to’ texts, reminding them
that these might be recipes, instructions, directions
or rules. As each pair shares their ideas with the
class, record these in a list on the board or on a
piece of poster paper.
 As a class, read through each of the Procedure
Text Topic Cards. Encourage the students to
identify which of the topics appear on their class
list and which they had not yet identified as
potential topics.

Guided/Independent Learning

 Ask the students to sit in a circle. Choose one of

the topic cards (without showing the students what
the topic is). Without speaking, act out each step
that would be needed in a procedure for the chosen
topic e.g. if you chose the topic ‘How to Brush
Your Teeth’, you would mime taking the lid off the
toothpaste, squeezing some onto the toothbrush,
brushing your teeth (and so on). Once the students
have guessed the topic, revisit each mimed action
of the procedure. Going clockwise around the
circle, allow the students to state what is happening
during each step.
 Repeat the activity by allowing confident students
to choose one of the topic cards and act out the
steps of the procedure. After each procedure has
been guessed, ask the chosen students to revisit
each mimed action of the process. Return to the
circle of students to allow them to state what is
happening during each step.
Lesson 3: Tuning In How to write a
procedure
Students will  Watch the How to Write a Procedure video on YouTube
identify and YouTube. After watching, ask the students:
explore the o Why do people write procedures? Procedure
structure of o What sections might you find within a PowerPoint
procedures. procedure?
o How might pictures and diagrams be Sequencing
helpful in a procedure? activity

Teacher Instruction

 Discuss the structure of procedures, as outlined on

slide 6 of the Exploring  Procedural Texts
PowerPoint. Ensure that the students understand
the purpose of each section within the text’s
structure.
 Display and discuss the example texts on slides 7-
8. Point out the use of titles, subheadings and
diagrams and explain how they are used
to organise information within the text.

Guided/Independent Learning

 Ask the students to sit in a circle. Show them the

separate pieces of the Procedure Text Sequencing
Activity – How to Wash Your Hands (cut and
laminated prior to the lesson). Encourage the
students to suggest who this text might have been
written for (young children) and where the text
might be found (in a school washroom).
 As a class, work together to unjumble the
procedure by laying the pieces out on the floor in a
logical order. Encourage the students to
systematically follow the text structure learned
earlier in the lesson (the title, the materials and the
method).
 Ask the students to return to their desks. Provide
them with a copy of one of the following teaching
resources:
o How to Make Spaghetti
o How to Build a Snowman
o How to Play Snakes and Ladders
 Monitor and support the students as they cut and
sequence the chosen text. All students could
sequence the same text, or the students may
exercise choice over which text they sequence.

Wrapping Up

 Once the students have finished, discuss the correct

sequence of the chosen text as a class. Encourage
 the students to share strategies that they applied to
help them to correctly sequence the text.

Lesson 4 Tuning In Sequencing

activity printed
students will  Ask the students to sit in a circle. Show them the
identify and separate pieces of the Procedure Text Sequencing Power point
explore the Activity – How to Safely Cross a Road (cut and
language features laminated prior to the lesson). Encourage the Topic cards
of procedures. students to suggest what type of text this might be
and what makes them think this e.g. This is a
procedure text because it tells you how to do
something.
 As a class, work together to unjumble the
procedure by laying the pieces out on the floor in a
logical order. Encourage the students to
systematically follow the text structure learned in
the previous lesson (the title, the materials and the
method).
 Choose a volunteer to read the first word of each
step in the method (the action verbs). Ask the
students:
o What types of words are these?
o Why might each instruction start with one
of these words?
o What would happen if these words were
taken out of the text?

Teacher Instruction

 Discuss the language of procedures, as outlined on

slides 11-12 of the Exploring Procedural Texts
PowerPoint. Ensure that the students understand
the grammatical purpose of common nouns, action
verbs, adverbs and adverbial phrases.
 Display and discuss the example text on slide 13.
Revisit the text on slide 8 and encourage the
students to identify the common nouns, action
verbs, adverbs and adverbial phrases.
 Display the class activity on slide 14. Guide the
class in identifying the action verbs in the text
provided. Display and discuss the answers on slide
15.

Guided/Independent Learning

 Choose a topic from the Procedure Text Topic

Cards e.g. How to Play Hide and Seek. As a class,
brainstorm a list of verbs that might be included in
a procedure written on this topic e.g. count, hide,
search. Afterwards, support the students in
choosing an adverb to accompany each verb in the
list e.g. slowly count, quickly hide, carefully
 search.
 Display the independent activity on slide 16. In
small groups, pairs or individually, allow the
students to complete the task for a new procedure
topic. All students could work with the same topic,
or the students may exercise choice over which text
topic they explore.

Wrapping Up

 Once the students have finished, allow volunteer

students and/or groups to share their brainstormed
verbs and adverbs with the class. The verbs and
adverbs shared could be added to a class display
for future reference.

Lesson 5 Ask students to recap on last lessons progress on How to make

procedure texts fairy bread
procedure
Show recipe for fairy bread on board and ask students
what type of text this is How to make
fairy bread
Disuss what features make it a procedural text and then template
pair students to go and make the fairy bread.

After students work independently to fill in the How to

make fairy bread procedure template

Lesson 6 Tuning In Imperative verbs

song Youtube
students will  Watch the Imperative Verbs Song on YouTube.
explore action After watching, ask the students: Simon says cards
verbs, common o What is an imperative verb?
nouns and o Why might these verbs be called ‘bossy’?
adverbial phrases o How are these ‘bossy verbs’ used in
in procedures. procedures?

Teacher Instruction

 Ask the students to stand in a space so that they are

not touching any of their classmates. Explain that
the class is going to play a game of ‘Simon Says’.
The students must listen carefully to each
instruction as it is read aloud, then carry out the
instruction.
 Use the full sentence instruction cards from
the “Simon Says” Instruction Cards to play the
game. (Note: There are 24 instruction cards
included in the resource, but you may choose not to
use every card). After each instruction card is read,
encourage the students to perform the action.
 Attach the instruction card to the whiteboard using
sticky tack.
 Once the game has finished, gather the students
together. Choose one of the instructions attached to
the board e.g. Point one finger to your ear.
Encourage the students to identify the verb, the
noun and the adverbial phrase contained within this
instruction. Point out that the instruction begins
with a capital letter and ends with a full stop.
 Explore what happens if the instruction is modified
to include only the verb (Point!) or only the verb
and the noun (Point your finger.). Guide the
students toward the understanding that all three
parts of speech are needed if the instruction is to be
clear and accurate for the reader or listener.

Guided/Independent Learning

 Ask the students to sit in a circle. Place the

segmented instruction cards (cut and laminated
prior to the lesson) in three piles in the centre of the
circle (the yellow verbs, the red nouns and the blue
adverbial phrases). As a class, use the three sets of
cards to create new instructions that could be used
in a game of ‘Simon Says’. Ask a volunteer student
to select a yellow verb card e.g. Turn. Ask a second
volunteer to select a red noun card and place it next
to the verb e.g. your body. Ask a third volunteer to
select a blue adverbial phrase card and place it next
to the noun e.g. three times. Encourage the students
to identify whether the instruction created makes
sense. Repeat this process several times.
 Allow the students to return to their desks. On a
piece of blank paper, ask the students to write three
new instructions which could be used in a game of
‘Simon Says’, using yellow for the verb, red for the
noun and blue for the adverbial phrase. Remind the
students to begin each instruction with a capital
letter and end with a full stop.

Wrapping Up

 Once the students have finished, ask them to put an

asterisk next to their favourite instruction. Collect
the students’ work and use the asterisked
instructions to play another game of ‘Simon Says’
as a class.

Lesson 7 Tuning In
students
 Ask the students to raise their hand if they have a
will jointly dog. Encourage these students to share their
construct a
experiences of giving their dog a wash. Ask
simple guiding questions, such as:
procedure o Who usually washes your dog?
o What equipment do you need to wash your
about a
dog?
familiar o Does your dog enjoy having a wash? How
experience. do you know?
 Explain to the students that you are going to read a
story about a girl who has a very unusual pet to
wash… a woolly mammoth!

Teacher Instruction

 Read the narrative text, How to Wash a Woolly

Mammoth by Michelle Robinson and Kate Hindley,
to the students. Alternatively, watch the text
being read aloud on YouTube. After reading, ask
the students to identify the features of a procedure
that are present within the text e.g. a ‘how to’ title,
a series of steps, accompanying diagrams.
 Explain to the students that they are going to listen
to the text again, this time listening for the action
verbs and common nouns used in the series of
steps. Assign verbs to one half of the class and
nouns to the other. Provide each student with a
sticky note. During the second reading, ask the
students to write down one verb or one noun
(depending on which they have been assigned) on
their sticky note.
 Draw a table on the board with the headings
‘Verbs’ and ‘Nouns’. One at a time, invite the
students to share the word written on their sticky
note with the class. Attach the sticky note to the
board in the appropriate column of the table.

Lesson 8 Tuning in How to wash a

students woolly mammoth
Ask students to raise hands to recap last weeks lessons YouTube
will jointly about procedure texts and what we have learnt
construct a Procedure text
writing scaffold
simple  Read the narrative text, How to Wash a Woolly
Mammoth by Michelle Robinson and Kate Hindley,
procedure to the students. Alternatively, watch the text
about a being read aloud on YouTube. After reading, ask
familiar the students to identify the features of a procedure
that are present within the text e.g. a ‘how to’ title,
experience. a series of steps, accompanying diagrams.

Guided/Independent Learning

 As a ‘Think, Pair, Share’ activity, ask the students

to brainstorm other animals that would be unusual
 to keep as a pet e.g. an elephant, a lion, a flamingo.
As each pair shares their ideas with the class,
record these in a list on the board. Conduct a vote
to determine the most popular unusual pet. Explain
to the students that the class is now going to work
together to write a procedure explaining how to
wash the unusual pet they have chosen.
 Project the Procedure Text Writing Scaffold on the
board. Write the title of the procedure at the top of
the scaffold e.g. How to Wash Your Elephant. As a
class, jointly construct the remainder of the
text. Encourage the students to refer back to the
sticky note vocabulary on the board for appropriate
verbs and nouns to include in the procedure.
Remind the students of the importance of including
adverbial phrases in each instruction.
 Students can write up this procedure to stick into
their English books after

Wrapping Up

 Once the text has been completed, ask a student to

volunteer to read the completed procedure to the
class. Encourage the students to make any further
suggestions to improve the quality of
the instructions.

Lesson 9 Tuning In
students
 Watch the How to Write a Recipe video on
will jointly YouTube. After watching, ask the students:
construct a o What type of texts are recipes?
simple o What sections does a recipe have?
o What types of words might you find in a
recipe for recipe?
fruit salad  Explain to the students that, during this lesson, they
in small will be working in small groups to write a recipe
for fruit salad.
groups.
Teacher Instruction

 Watch the How to Make a Fruit Salad video on

YouTube. After watching, ask the students:
o What equipment was used to make the fruit
salad?
o What kinds of fruits did they include in
their fruit salad?
o If you were making a fruit salad, what kinds
of fruits would you include?
 Watch the video a second time. On the second
viewing, encourage the students to write words
and/or draw pictures in their workbooks of any key
 information that they hear in the video.

Guided/Independent Learning

 Place the students into small groups of

approximately four students. Provide each group
with an enlarged copy of either the Simple
Procedure Texts Writing Scaffold or the Procedure
Texts Writing Scaffold (depending on
student ability). Explain to the students that they
must work together in their groups to write
their own recipe for fruit salad. They may use the
equipment and ingredients from video as a guide,
but can make their own adaptations to the recipe if
they wish to do so.
 Monitor and support the students as they write
their fruit salad recipe in groups. Explain to the
students that if they think of more steps than the
scaffold allows, these can be written on the back of
the paper. Once the students have finished,
encourage them to work together as a group to
proofread and edit their work for spelling and
sentence punctuation.

Wrapping Up

 Ask each group to share their recipes with the

class. These texts could be displayed in the
classroom for the duration of the unit.

Lesson 10 Children think of a skill they can teach someone else in

Learning a skill the class

Write a simple procedure

Lesson 11 Do their partners skill by following the procedure and

Teaching a skill giving feedback on what to include

Lesson 12 Tuning In
Bush stew
 Watch the How to Make Classic Beef Stew video
on YouTube. After watching, ask the students:
o What type of text is this?
o What equipment/ingredients are needed to
make beef stew?
o What steps are involved in making a beef
stew?
 Explain to the students that you are going to read a
story about a dingo who makes a very unusual
stew… a wombat stew!
 Teacher Instruction

 Read the narrative text, Wombat Stew by Marcia K.

Vaughan and Pamela Lofts, to the students.
Alternatively, watch the text being read aloud on
YouTube. After the students have listened to the
text once, read the text a second time. During the
second reading, ask the students to write or draw
some of the ingredients used in the wombat stew in
their workbooks.
 Explain to the students that they are going to write
their own recipe for bush stew using ingredients
gathered on a walk in the playground. Provide each
student with a brown paper bag for collecting their
ingredients. Make sure the students are aware that
they are not to collect any living creatures during
their walk.
 Take the students outside into the playground. Ask
the students to look for and collect approximately
five natural materials that they could use in their
bush stew recipe e.g. leaves, grass, soil, bark,
stones. Once all of the students have gathered their
ingredients, return to the classroom.

Guided/Independent Learning

 Provide the students with a copy of the Simple

Procedure Texts Writing Scaffold. Explain to the
students that they must use the scaffold to write the
first draft of their bush stew recipe. If they think of
more steps than the scaffold allows, these can be
written on the back of the paper.
 Monitor and support the students as they plan and
write their bush stew recipes. You may wish to set
a time limit for writing, or you may allow the
students to take as much time as they need to
complete the task. Ensure that the students know
exactly how much time they have and provide
regular reminders of how much time is remaining.

Wrapping Up

 Once the students have finished writing their

recipes, encourage them to proofread and edit their
work. Explain that, in the next lesson, they will be
using the My Recipe Book Template to publish their
writing.

Lesson 13 Tuning In
Bush stew
 Explain to the students that, in this lesson, they will
be publishing their bush stew recipe (written in the
 previous lesson) in a recipe book.

Teacher Instruction

 Ask the students to take out their first draft of their

bush stew recipe. Encourage them to read their
texts to a partner, making any final changes if
necessary.
 Provide each student with a recipe booklet (made
prior to the lesson using the Procedural Writing –
My Recipe Book Template). Read through the
booklet as a class, highlighting the specific sections
of a procedure (title, ingredients, equipment, steps).
Ensure that the students understand that they must
include diagrams in the boxes provided.

Guided/Independent Learning

 Monitor and support the students as they publish

their bush stew recipes. You may wish to set a time
limit for writing, or you may allow the students to
take as much time as they need to complete the
task. Ensure that the students know exactly how
much time they have and provide regular reminders
of how much time is remaining.
 Once the students have finished, encourage them to
proofread and edit their work for spelling and
sentence structure.

Wrapping Up

 Allow volunteers to share their bush stew recipes

with the class. Encourage the students to identify
any similarities in the recipes shared.
 This piece of writing may be used to assess the
students’ understanding of the unit objectives.
The Procedural Writing – Assessment Rubric may
be a helpful tool during this process.

Lesson 14 Students write their final piece for their procedural

Final piece writing assessment

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