Text Type Planner (5th 16th Aug)

What is the purpose? To instruct someone on how to do something Structure: Goal, Materials (optional), steps Language Features: Verbs usually at the beginning of each instruction Words or groups of words that tell us how, when, where, with whom Unit Outline: 1. Structure 2. Language Features: Adjectives focus 3. Supporting images and diagrams 4. Overview/summative assessment

Procedure
Cross Curriculum Links: Discoveries: Protecting the natural environment Discoveries: System components (term 4, 2013)

Learning Intention & Materials LI: Identify elements of a procedure text. Materials: Book: PM Writing, Exemplars for Teaching Writing, 3

Plan Group Discussion -Present question: What is a procedure? -Discuss purpose and examples. Shared Reading -Read Recycling Paper (pg. 26, PM book). Use questioning to discuss parts of the text before turning to page 28 to show highlighted structure. Modelled/Shared Writing -Model writing a procedure for sharpening a pencil.

Questioning

Procedure Writing Scaffold.docx

Work on Writing Task Explain to students that they will be developing procedures for how to make a bush shelter, based on camp (those who did not attend camp can still use their imagination for building a hut, or can choose an alternate topic) -Hand out adapted James Ferguson scaffold. -Students work on their procedure during Work on Writing, aiming to at least complete the goal and materials.

What is a procedure? What are some examples of procedures? What is the title of this procedure? (Title) Where in the text does it tell us what to make or do? (Goal) Where in the text does it tell us what is needed to achieve the goal (Materials) Where in the text does it tell us how to recycle paper? (Steps) Why do you think the steps are numbered?(Steps)

Focus One

Success Criteria/Assessment SC: Can accurately identify the three structural elements of a procedure Successfully apply understanding in hut building goal and materials Assessment: Writing Piece

Observation/Future Focus

Learning Intention & Materials LI: Recognise the importance of detail, in particular adjectives Materials: A4 Paper (1 per student) Big Book: PM Writing, Exemplars for Teaching Writing, 3

Plan Guided Drawing -Provide students with a piece of paper. -Explain to students that they must listen carefully to instructions for this task. -Read; We are going to each draw a picture based on my instructions. You will need a pencil and a piece of paper. Start by drawing a circle. Then a square. Now some ovals on either side of the square. Next a triangle. And another triangle. Then curvy lines. And straight lines. Some more straight lines and circles. Gallery Walk -Students leave their picture on their table and are given 2 minutes for a gallery walk to look at other students pictures. -Sit back down and make comments. Direct conversation to how different the pictures are and why (lack of detail). See questioning. Shared Reading Use PM book, pg. 30 to look at the different language features of a procedure text. Talk about their location and purpose. In three columns, brainstorm the nouns, adjectives and verbs that students might use in their hut building procedure. Work on Writing Task -Complete language part of the scaffold -Students continue working on their own procedure

Questioning

Focus Two

What did you notice about everyones pictures? Why do you think our pictures were so different? What is an adjective? What would happen if you wrote a recipe without adjectives? What nouns, adjectives and verbs might we use in our own hut building procedure?

Success Criteria/Assessment SC: can explain what a noun, adjective and verb is can explain the importance of detail in procedures with answer centring around the success and consistency of the end product starts steps in own procedure with a present tense verb includes a noun in each step has adjectives where needed Assessment: Writing Piece

Observation/Future Focus

Learning Intention & Materials LI: Recognise the value of images and diagrams

Plan Oral Procedures Provide students with 6 different coloured unifix blocks. Organise class into pairs. Pairs sit back to back with one student creating a model with their blocks. They must then verbally lead the other student to make the same model (without facing each other). Swap roles if time allows.

Questioning

Focus Three

Materials: Unifix blocks enough for each student to have 6 different colours Big Book: Toy Designer

What was challenging about making your partners model? What would have made the activity easier? When might you use diagrams or images in a procedure? Reflection and Discussion How did your Discuss the difficulty of not being able to see the understanding of how to model. Make links to instructions that provide make a raft change after diagrams and images to help explain a procedure. seeing the pictures? (E.g. Construction plans have diagrams, recipes What images might you may have a picture of the finished product.) need to include in your Shared Reading own procedure? Read Make a Raft (Toy Designer, p6) without showing students the images. Discuss comprehension. -Read Make a raft with pictures. Discuss. Work on Writing Ask students to consider what diagrams or images they may need. Suggest reading their procedure to a buddy to see if they understand.

Success Criteria/Assessment SC: Can explain the importance of diagrams and images in making steps clear and easy to understand. Uses at least 2 images or diagrams in own procedure. Assessment: Writing Piece

Observation/Future Focus

Learning Intention & Materials LI: Overview of unit/assessment of procedures

Plan Shared Development of Assessment In books, students record the features of a great procedure. As a class, use these ideas to develop a rubric for procedures. For example, -The goal matches the steps/The goal matches some of the steps/The goal does not match the steps -All materials are included/1 or 2 materials are missing/3 or more materials are missing or no materials are written -Steps are numbered and in order/Steps are not numbered or some are out of order/ steps are not numbered and not in order -Each step starts with a present tense verb/Some steps start with a present tense verb/no steps start with a present tense verb -Each step includes a noun/some steps include a noun/no steps include a noun -Adjectives are used when needed/Adjectives are sometimes used when needed/no adjectives are used -Procedure includes 2 or more images or diagrams/Procedure includes 1 image or diagram/Procedure includes no images or diagrams Peer Assessment Students mark a peers procedure using the rubric.

Questioning What are the key things that we need to include in a procedure? A perfect procedure will have? What if someone hasnt quite met the success criteria but did a bit? What advice would you give to the person whose work you marked?

Success Criteria/Assessment SC: Can identify key features of a procedure: -goal -materials -steps -present tense verbs -nouns -adjectives -numbered -pictures/diagrams Reasonably marks another students work Provides constructive feedback. (more than it was good) Assessment: Student Writing Piece Peer-Marked Rubric

Observation/Future Focus

Focus Four