Mentor Text Analysis

Overview

In this second lesson of the unit Perfecting Procedural Writing, students will read “Mr Wolf’s Pancakes” and analyse how the author presents a clear sequence of actions and instructions.

Learning intentions

• WALT: Analyze how procedural texts convey information by noticing steps in order, time/sequence words, and clear instruction language.
• Students will summarise the procedure from the text in the correct sequence.
• Students will explain why the instructions are understandable.

Success criteria

• I can name the steps of the procedure in order.
• I can use sequence words (first, next, then, after that, finally) to describe what happens.
• I can identify instruction words (for example: mix, pour, cook, flip) and match them to steps.
• I can make my summary clear enough for someone else to follow.

Curriculum links

• Victorian curriculum English: Reading and responding to texts by identifying key features and purpose (procedural/explanatory features).
• Victorian curriculum English: Creating texts by organising ideas logically and using sequence language.
• Victorian curriculum English: Speaking and listening through collaborative discussion to clarify meaning.
• Writing conventions: spelling and punctuation suited to the task and audience.

Lesson structure (45 minutes)

1. 3 min – Warm-up: purpose check

• Teacher shows the unit question: “How do we write instructions someone can follow?”
• Students share one thing that makes instructions easy to understand.

2. 8 min – Read the mentor text (teacher read-aloud)

• Teacher reads “Mr Wolf’s Pancakes” while students track the steps with a finger.
• Quick prompts during reading: “What does he do first?” “What happens next?”

3. 10 min – Structure hunt (whole-class discussion)

• Teacher revisits parts of the text and asks students to identify:
• the sequence of actions
• any time/order words
• how the author makes steps clear (short, direct actions; repeated action patterns).
• Anchor chart created live: “Procedural text helps us by…”
• “telling steps in order”
• “using clear action words”
• “showing what to do at each step”

4. 12 min – Guided summary with a graphic organiser (small-group, 5 students)

• Students use a 4–6 box sequence graphic organiser (First / Next / Then / After that / Finally).
• Teacher models completing one box from the text, then students contribute the remaining boxes together.
• Students aim for a sentence or short phrase per step (depending on readiness).

5. 7 min – Share and refine

• Each student (or pair) shares one step summary using the organiser.
• Class gives one “glow” (what is clear) and one “grow” (what to fix for clarity or order).

6. 5 min – Quick comprehension check

• Teacher asks 2 questions:
• “What is the first step?”
• “Which step comes after mixing/pouring (teacher chooses a step from the text)?”

Resources

• A printed or displayed copy of “Mr Wolf’s Pancakes”
• Sequence graphic organiser template (4–6 boxes)
• Coloured pencils for highlighting sequence words in the text
• Sentence stems on the board:
• “First, the wolf…”
• “Next, he…”
• “Then, he…”
• “Finally, he…”
• Visual action word cards (mix, pour, cook, flip, serve) or teacher-made equivalents
• Dyslexia-friendly reading options:
• text on paper with increased spacing and larger font
• an audio recording read by an adult (students follow with their copy)

Assessment

• Teacher observes students completing the sequence organiser and listens to step summaries for:
• correct order
• use of sequence words
• clarity of instruction/action language
• Exit questions at the end of the lesson to confirm understanding of the first/next step.
• Informal feedback (“grow” prompts) during sharing.

Differentiation

• Support
• Provide partially completed graphic organiser for students who need it (with prompts like “First: ___”).
• Offer sentence starters and word banks of key action words from the text.
• Allow a student to complete boxes using icons or first letter cues (e.g., “m____” for “mix”).
• Dyslexia-friendly supports
• Use the audio + tracking method during read-aloud.
• Provide a copy with larger font, minimal clutter, and consistent line spacing.
• Limit the amount of text students handle at once (highlight one page/section only).
• Extension
• Ask advanced students to include extra clarity details from the text (e.g., what the wolf uses, how he knows something is ready, or what he does when something goes wrong).
• Challenge students to rewrite one step in “instruction style” (imperative voice) using an action verb.
• Language support (EAL/SEN)
• Pre-teach 5–7 key sequence words and action verbs with gestures.
• Encourage students to rehearse orally before writing their step summary.
• Accept oral responses as part of assessment, then co-write a short version.

Extension (optional)

• Advanced students write a brief critique: “This procedural text works well because…” and “I would improve it by…” using one sentence per point, referring to sequence clarity or instruction wording from the text.