Lesson Plan Template 1 Primary & Secondary Unit)Topic: Proced"ral Te#ts * +riting Proced"res ,ate: Time: -t lesson .

re$ised/ .0rom Lesson 1/ Year Le$el: 1,&C

2ey Learning 3rea:

Literacy

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OUTCOME FOR THIS UNIT:

Australian Curriculum references for this lesson Year 1 Englis ! Content descriptions Lang"age Te#t str"ct"re and organisation Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) Reco nise that di!!erent types o! punctuation" includin !ull stops" #uestion $ar%s and excla$ation $ar%s" si nal sentences that $a%e state$ents" as% #uestions" express e$otion or ive co$$ands (ACELA144&) E#pressing and de$eloping ideas Co$pare di!!erent %inds o! i$a es in narrative and in!or$ative texts and discuss how they contribute to $eanin (ACELA14'() )now that re ular one*syllable words are $ade up o! letters and co$$on letter clusters that correspond to the sounds heard" and how to use visual $e$ory to write hi h*!re#uency words (ACELA177+) Reco nise and %now how to use $orphe$es in word !a$ilies !or exa$ple ,play- in ,played- and ,playin - (ACELA14'') So"nd and letter %no&ledge .anipulate sounds in spo%en words includin phone$e deletion and substitution (ACELA14'7) Reco nise sound*letter $atches includin co$$on vowel and consonant di raphs and consonant blends (ACELA14'+) Understand the variability o! sound*letter $atches (ACELA14'&) Literat"re Responding to literat"re /iscuss characters and events in a ran e o! literary texts and share personal responses to these texts" $a%in connections with students0 own experiences (ACEL11'+2) Literacy 'nterpreting( analysing( e$al"ating /escribe so$e di!!erences between i$a inative in!or$ative and persuasive texts (ACEL314'+) Read supportive texts usin developin phrasin " !luency" contextual" se$antic" ra$$atical and phonic %nowled e and e$er in text processin strate ies" !or exa$ple prediction" $onitorin $eanin and rereadin (ACEL314'&) Use co$prehension strate ies to build literal and in!erred $eanin about %ey events" ideas and in!or$ation in texts that they listen to" view and read by drawin on rowin %nowled e o! context" text structures and lan ua e !eatures (ACEL31445) Creating te#ts 6rite usin un7oined lower case and upper case letters (ACEL3144()

LESSON STRUCTURE: Time Main Content:

+riting Proced"res

Review What shall I make? and explore patterns o! repetition and contrast8 o Repetition o! words (such as Roll it up!) uide the reader throu h the story and help predict what is co$in next8 Collocation 9 words that o to ether or typically occur to ether e roll, pinch, pat, squeeze when tal%in about wor%in with dou h9 helps create predictability8 o 6ord patterns (words or roups o! words that are related) E Neeraj and he help $aintain si$ple cohesion8 o 1he contrast o! words such as A snake! (includin the di!!erence in !ont) si nal a chan e and that :eera7-s i$a ination is ta%in over8

/iscussin patterns o! lan ua e ali ns with the Numeracy eneral capability8 Recreate te#ts imaginati$ely .odel writin a procedure based on one o! the events in the picture boo% ($a%in an ani$al out o! dou h)8

Explain to students that ; a$ oin to use the in!or$ation in the sentences to create a procedure o! how to $a%e one o! the ani$als8 Review the di!!erence between state$ents and co$$ands8 Review that sentences in a story are o!ten state$ents and sentences in a procedure are o!ten co$$ands8 <ocus on the pa e where :eera7 $a%es a cat out o! the dou h8 /isplay and read this pa e to students8 ;denti!y the co$$and (Roll it up888)8 =oint out that the sentences about :eera7 $a%in the cat are state$ents" tellin the reader what :eera7 did" and that these state$ents contain in!or$ation on how to $a%e a cat out o! dou h8 .odel turnin the state$ent into a co$$and8 Use thin%*aloud processes> o ; a$ oin to chan e a state$ent into a co$$and8 6hat is the action? ;t is rolled8 ; a$ oin to use that action to start $y co$$and8 ; will write ,Rolled the dou h into a ball-8 ; need to chan e the word ,rolled- to ,roll-8 ,Roll the dou h into a ball-8 :ow ; have a co$$and that tells so$ebody what to do !irst8

Repeat this process !or the second state$ent8 /isplay the last two state$ents to students and as% the$ to write down what they thin% the co$$ands would be8 As% students to construct the last two co$$ands and read the co$$ands to the class8

Rein!orce>

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the use o! text structure to ensure the text is reco nisable as a procedure the use o! words that represent happenin s at the be innin o! each co$$and and details o! when" where and how to add speci!ic in!or$ation the i$portance o! se#uence (i! the co$$ands were out o! order" you would not be able to !ollow the$ to $a%e a cat out o! dou h) the sentence*boundary punctuation the use o! repetition and word patterns to uide the reader throu h the procedure and $a%e it easy to !ollow (!or exa$ple" repeatin the word ,dou h-" usin a verb at the start o! each step)8

o o

As% students to write their own si$ple procedure about how to $a%e an ani$al out o! dou h8

;! ti$e" provide students with $ouldin clay or play dou h to $a%e their ani$al" while recordin notes about the necessary steps8

RESOURCES (;nclude e#uip$ent re#uired !or class and@or !or teacher preparation)

6hat Ahall ; .a%e? Chart paper