Following Simple Procedures

Year Levels

Year 1 - Year 3 Class Size: 6 Students Lesson Duration: 60 minutes

---

Unit Context

• Unit: Mastering Procedural Texts
• Lesson 3 of 15: Following Simple Procedures
• Main Activity: Participate in a hands-on activity by following a simple recipe (e.g., making a sandwich) in small groups.

---

Australian Curriculum Alignment: English (v9)

Curriculum Strands and Content Descriptions

• AC9E1LY03: Understand that texts vary in purpose, structure and topic, and explain some language choices authors make to help shape meaning.
• AC9E1LY04: Create short procedural texts to convey sequences of actions.
• AC9E1LY05: Use images and simple vocabulary to sequence and describe procedural steps.
• AC9E1LY07: Understand how to follow simple procedural texts to complete tasks.
• AC9E3LY06: Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, sequencing content for clarity and audience impact.

---

Learning Objectives

By the end of the lesson, students will be able to:

• Understand the purpose and structure of simple procedural texts (i.e., recipes).
• Follow step-by-step instructions from a procedural text to complete a hands-on task.
• Work collaboratively in small groups to communicate and sequence actions.
• Use simple language and images to explain procedural steps.
• Demonstrate understanding of sequencing words: first, next, then, last.

---

Lesson Outline

Materials Needed

• Simple sandwich recipe with images and text.
• Ingredients and utensils for making a sandwich (bread, fillings, butter, knife, plate).
• Visual sequence cards with procedural words (First, Next, Then, Last).
• Word wall or poster of sequencing terms.
• Dyslexia-friendly printed recipe using clear fonts (e.g., OpenDyslexic or Arial) and ample spacing.
• Whiteboard and markers.

---

Lesson Activities and Timing

Time	Activity Description
0-10 mins	Introduction and Engagement:

• Discuss what a procedure is (a set of steps to do something).
• Show the sandwich recipe and talk about the purpose of the text.
• Introduce sequencing words and display visual cards.
• Use a think-aloud to demonstrate following the first step.

| 10-20 mins | Group Reading and Comprehension:

• In pairs or groups of three, students read the recipe together aloud.
• Teacher models simple phrases and questions ("What do we do first?", "What do we spread on the bread?").
• Highlight images and key vocabulary.

| 20-45 mins | Hands-On Activity - Making a Sandwich Together:

• Students work in groups to follow the recipe steps.
• Teacher circulates, prompts with questions and checks comprehension.
• Use visual sequence cards to support following the steps.
• Encourage verbalising each step ("First we take two slices of bread", etc.).

| 45-55 mins | Group Reflection and Sharing:

• Each group shares how they made their sandwich using the sequencing words.
• Display or refer to the recipe visually while groups explain.
• Ask students about challenges or what was easy.

| 55-60 mins | Assessment and Consolidation:

• Worksheet or task: Students draw and write the steps to make a sandwich using sequencing words.
• Discuss correct sequence and vocabulary.

---

Differentiation Strategies

• For Diverse Learners:

• Provide dyslexia-friendly recipe sheets and vocabulary cards with images.

• Use sentence starters and visual aids to support writing tasks.

• Allow extra processing time and peer support during the hands-on activity.

• Simplify language further for EAL/D students.

• Extension for Advanced Learners:

• Encourage modified recipes with alternative ingredients or more steps (e.g., adding toppings).

• Have students write or explain their own procedural text for another simple task.

• Challenge students to sequence and give verbal instructions without the recipe.

---

Assessment

• Observe students’ ability to follow and verbalise the procedural steps during the hands-on task.
• Collect and review completed worksheets to assess understanding of sequencing and procedural writing.
• Use informal questioning to assess comprehension of sequencing vocabulary and procedural text structure.

---

Teacher Tips to Impress with AI-enhanced Strategies

• Use digital tablets or smartboards to display an interactive sandwich recipe with clickable steps and audio cues for dyslexic learners.
• Record each group's explanation of the procedure and playback to reinforce learning and build confidence.
• Use photo documentation during the activity to create a class book on procedural writing as a multimodal text project.
• Incorporate voice assistants or speech-to-text apps for students to verbally dictate their procedure explanations.

---

This lesson plan is carefully designed to meet the Australian Curriculum requirements for Years 1 to 3 focusing on procedural texts and developing foundational literacy skills through a practical, engaging hands-on activity. It caters thoughtfully for diverse learners and provides opportunities for extension to stretch more advanced students while ensuring accessibility for those with reading difficulties.

The lesson offers rich multimodal learning supported by clear visuals and collaborative talk, helping young students master procedural texts in a memorable and meaningful way.