Celebration of Learning

Overview

Today’s lesson is the 14th in our unit on mastering procedure writing. Students will practise sharing their completed procedure with a real audience (classmate, teacher, and/or family through a display), using clear speaking and a beginning–middle–end structure.

Learning intentions

WALT: Celebrate what we’ve created by confidently sharing our procedure with an audience.

Success criteria

• I can tell my procedure in order (what to do first, next, then last).
• I can use clear, loud speaking and include key words from my writing.
• I can begin and finish my sharing using a simple opening and concluding statement.
• I can listen to a partner and respond politely.

Curriculum links

• Language: explore how texts are organised according to purpose, including familiar text stages and that structure may include words and pictures.
• Literacy: use interaction skills including turn-taking, speaking clearly, active listening, and responding to others.
• Literacy: create and deliver a short oral or multimodal presentation with an opening, middle and concluding statement, using appropriate voice and gesture.
• Literacy: read and write high-frequency words to support independent sharing from prompts or print.

Lesson structure (30 minutes)

1. 0–3 min · Hook: “Procedure Show!” Teacher shows a simple “procedure display” example (student-like poster with steps and pictures). Students do a quick thumb signal: “Can you say it in order?” (Yes/Not yet).

2. 3–10 min · Explicit check-in: structure for sharing Teacher models sharing one short procedure using a gesture plan: Opening (e.g., “Today I will show you…”), Middle (Step 1, Step 2, Step 3), Conclusion (e.g., “You did it!”). Students repeat as a class using choral speaking and point to their own sentence/picture steps.

3. 10–20 min · Hands-on practice: partner rehearsal

• Teacher sets up pairs with a “Share Card” (Opening / Step 1-2 / Last step / Ending) and their own procedure pages.
• Students take turns: Student A shares; Student B listens using an “I listened because…” checklist (eyes on speaker, waits turn, responds).
• After sharing, partners give one kind feedback using a sentence starter: “I liked your ___ because ___.” Teacher circulates, coaching clarity, pace, and order.

4. 20–27 min · Mini performances: rotate to an audience Students move to two quick stations:

• Station 1 (Teacher audio check): teacher listens to 3–4 students at a time while others rehearse silently using step cards.
• Station 2 (Family-style display): students “present” beside a procedure poster as if it will be read by visitors. Teacher prompts with simple questions: “What comes first?” “How do you finish?”

5. 27–30 min · Exit reflection: celebrate and set next goal Students select a sticker colour for one success (Clear voice / Steps in order / Opening & ending) and place it on a class chart. Teacher asks one quick question: “What will you do to share even more confidently next time?”

Resources

• Students’ completed procedure writing pages (with pictures/diagrams)
• “Share Card” with prompts: Opening, Step 1, Step 2, Last step, Ending
• Sentence starter cards for partner feedback
• Step sequencing strip (optional) matching the student’s steps
• Audio recording device or tablet (teacher-led option)
• Display materials: paper, blu-tack, markers, picture frames or poster sleeves
• Sticker chart for exit reflection
• Dyslexia-friendly options: audio recording player for teacher/model, large-print speaking prompts, speech-to-text or pre-printed word banks (high-frequency words)
• Timer for rehearsal rotations

Assessment

• Observation checklist during partner rehearsal and mini performances (order, clarity, opening/ending).
• Quick audio sample or teacher rating notes for selected students on: beginning–middle–end and step sequence.
• Exit sticker chart to gauge whether students met the “share confidently” focus.

Differentiation

• Support:
• Provide sentence starters for opening and ending.
• Use step sequencing strips and allow pointing to pictures while speaking.
• Allow repeated practice with teacher modelling before student turns.
• Offer audio support: teacher reads key steps aloud for students to follow, then students echo.
• Extension (advanced learners):
• Add an extra detail to their sharing: a “warning” or “tip” sentence (e.g., “Remember to wash your hands first.”).
• Encourage a slightly longer presentation using more than two steps and clearer “when/where/how” details.
• Invite students to ask the audience one question at the end (e.g., “Did you try it at home?”).
• EAL/SEN:
• Keep vocabulary consistent with a word bank on the Share Card (e.g., first, next, then, last, you will).
• Reduce cognitive load by limiting sharing to 3 steps initially; add more later if appropriate.
• Dyslexia-friendly reading options:
• Use recorded audio of the procedure steps (teacher model) for students to rehearse.
• Permit students to present using picture cues and a high-frequency word bank rather than relying on reading full sentences.

Extension (optional)

• Invite families to read and respond: students take home a “Display Reader Note” with a short instruction to families (“Ask: What comes first?” “Tell me your favourite step.”).