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Revisedubdplanner - Unit 3 Procedure

This document outlines a unit plan for teaching 2nd grade students about procedure writing. It includes the desired results, assessments, and learning experiences. The key goals are for students to understand that procedures are written to communicate instructions and that consistent writing conventions allow people to understand each other. Students will learn the text structure of procedures, including titles, numbered steps, and commands. They will be able to sequence events and write effective instructions. Assessments include having students write procedures for familiar tasks and healthy habits. Learning experiences involve analyzing sample procedures, jointly constructing procedures orally and in writing, and providing scaffolds and word banks to support independent writing.

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48 views

Revisedubdplanner - Unit 3 Procedure

This document outlines a unit plan for teaching 2nd grade students about procedure writing. It includes the desired results, assessments, and learning experiences. The key goals are for students to understand that procedures are written to communicate instructions and that consistent writing conventions allow people to understand each other. Students will learn the text structure of procedures, including titles, numbered steps, and commands. They will be able to sequence events and write effective instructions. Assessments include having students write procedures for familiar tasks and healthy habits. Learning experiences involve analyzing sample procedures, jointly constructing procedures orally and in writing, and providing scaffolds and word banks to support independent writing.

Uploaded by

api-33562418
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Unit 3 Language Planner: Procedure Writing

Conceptual Understandings:

Students will understand that . . .

Grade: 2

Stage 1 Desired Results


Essential Questions:

Students will understand that . . .


People write to communicate.
Consistent ways of recording words or ideas
enable members of a language community to
understand each others writing.

Students will know . . .(Knowledge)


How to write to communicate a message to a
particular audience
Demonstrate an awareness of the conventions
of written text (ie sequencing)
The text structure of a procedure text
(title/purpose, materials, numbered steps,
headings, chronological order, commands)
Instructions are written in present tense and
use action verbs and adjectives

What is a procedure?
Why do we have procedures?
When do we use procedures?

Students will be able to . . . (Skills)


Sequence events
Recognize the features of effective
instructions
Read and follow instructions
Compose effective instructions
Create illustrations to match their own
written text

Stage 2 Assessment Evidence


Pre-Assessment:
Pre-Assessment: Students write a simple procedure for something they are familiar with (for
example: how to make toast, how to sharpen a pencil, procedure for a classroom routine)

Performance/Summative Tasks:
Students write a procedure for a healthy
habit (for example: a healthy recipe, how to
do a yoga pose, how to relax, how to make
friends, how to score a goal in soccer)

Other Evidence:
Procedure writing in journals (ie how to get
dressed, how to make your lunch, make peanut
butter sandwich) to show development of
understanding
Peer check of procedures to ensure that they
are accurately written

Stage 3 Learning Plan


Learning Experiences: (including differentiation)

Give oral instructions for familiar classroom routines, asking students to identify any missing
steps, eg You didnt tell us to get
our books out. Link the inclusion of all necessary steps to the purpose of a procedure, which
is to tell how to do something.
Have students give a simple set of instructions/directions easily understood by peers, eg how
to go to the school canteen.
Develop a list of time connectives to assist students in orally sequencing procedures. Point
out that the function of these
words is to tell the order of the steps.
Use oral cloze to focus on materials in the steps of familiar classroom procedures, eg Now
take the _____ and put it on the
_____.
Brainstorm lists of words that could be used in giving directions, eg action verbs: turn, walk,
stop; adverbs: left, right,
straight ahead. Use these word banks as a resource when jointly constructing directions to
other places in the school, eg How
to get to the Year 6 classroom.
Jointly construct a scaffold for procedures using headings for each stage to assist students in
giving procedures orally, eg Goal:
what you will achieve; Materials: what you need; Steps: what you have to do.
Have students consider how gestures add meaning to procedures that are given orally. Jointly
construct words that would
replace gestures if the procedure was written (ie adverbs, eg slowly, carefully).
After following an oral procedure to complete a craft activity, have students identify some
elements of spoken procedures that
assist audience understanding, eg use of time connectives, speaking slowly, pausing between
steps.
Have students play barrier games to practise giving instructions. Evaluate effectiveness of
instructions by comparing finished
products. Ask listeners to identify areas of confusion and suggest improvements.
Have students play listening games such as Copy Me, where students give and follow
instructions using
Provide a number of procedures as model texts. Discuss their purpose and audience.
Have students consider who writes different types of procedures, and why they write them,
eg food manufacturers supply
free recipes to people who will purchase their products.
Ask questions relating to the function of each stage of a procedure, eg Which part tells what
you have to do? Annotate the
sample text with stage names and their functions.
Jointly construct a familiar procedure by drawing pictures. Use these to inform the joint
construction of a written version.
Relate the purpose of a procedure that tells how to do something to the sentence structure
of steps (ie verbs at the beginning
of each step telling the reader what to do). Delete verbs from a familiar procedure to create a
cloze activity.
Develop class lists of action verbs related to different types of procedures, eg recipes,
design-and-make activities, games, and
display as a word bank to assist writing and/or spelling.
Provide students with a pro forma listing stages to support independent writing of a
procedure, eg Goal, Materials, Steps.
Have students decide on a familiar activity they would like to teach a friend their intended
audience. Students independently

draw or write the procedure under headings goal, materials, steps. Evaluate by having their
friend complete the procedure.
Encourage students to act out procedures for an audience to ensure all steps are included.
Have students use a word processor to model how to set out a procedure clearly, eg they
could indent steps, leave line
breaks between stages.
Ask students to handwrite a procedure legibly or type for a peer to read and interpret.

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