Procedure Presentation

Lesson Overview

In this 60-minute interactive lesson, Year 1-3 students will develop their presentation skills by practicing sharing procedural texts in small groups. The focus will be on verbally communicating the steps clearly and effectively, supported by visual aids such as drawings, diagrams, or props. This lesson builds on their prior learning about writing procedural texts and prepares them for confident speaking and listening activities aligned to the Australian Curriculum for English.

Australian Curriculum Links

• ACELY1678 (Year 1): Use interaction skills, including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace.
• ACELY1780 (Year 2): Plan and deliver short presentations, providing some key ideas in logical sequence.
• ACELY1687 (Years 1-3): Use comprehension strategies to understand and discuss texts listened to.
• ACELY1690 (Years 1-3): Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created.

Relevant speaking and listening focus: presenting and clarifying procedural information clearly for an audience using multimodal supports including images and gestures.

Learning Objectives

By the end of the lesson, students will:

• Practice speaking clearly when presenting procedural steps to peers.
• Use visual aids effectively to support the oral presentation of procedures.
• Work collaboratively in small groups to share and give feedback on presentations.
• Demonstrate confidence in using procedural language to explain a sequence of steps.

Resources Needed

• Samples of procedural texts (written by students in previous lessons or simple examples, e.g., how to plant a seed).
• A4 paper, markers, coloured pencils for creating visual aids.
• Simple props or printed images to illustrate steps (optional).
• Recording device for audio or video optional (for extension and self-assessment).

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Lesson Breakdown

1. Introduction (10 minutes)

• Recap: Briefly revisit what a procedural text is and the importance of clear presentation of steps.
• Discuss: What makes a good presentation? Highlight speaking clearly, using steps in order, and supporting ideas with pictures or props.
• Model: Teacher models presenting a familiar procedure, e.g., “How to brush your teeth,” using clear steps and a supporting picture sequence.

2. Group Preparation (15 minutes)

• Divide the class into small groups of 2-3 students.
• Each group selects or is given a procedural text from previous lessons (or simple procedures prepared by teacher).
• Groups create visual aids to support their presentation. This can be a storyboard, labelled pictures, diagrams or simple props. Encourage colourful and clear visuals to aid different learning styles, including dyslexia-friendly fonts or layout (e.g., clear spacing, bullet points).

3. Group Presentations (20 minutes)

• Each group takes turns presenting their procedure to the class.
• Encourage clear use of procedural language such as "first," "next," "then," and "finally."
• Audience listens attentively, with teachers prompting peers to ask questions or give positive feedback using “I liked how you...” or “I understood because you...”

4. Reflection and Feedback (10 minutes)

• Discuss as a class what was effective in presentations and what could be improved.
• Prompt students to reflect on their speaking skills, use of visuals, and teamwork.
• Optionally, if recorded, play back parts of presentations for self-assessment focused on voice clarity, pacing, and visual support.

5. Extension Activity for Advanced Learners

• Encourage students to create a short follow-up video or audio recording presenting their procedure independently.
• Challenge students to add sound effects or props to enhance engagement.

6. Differentiation Strategies

• Provide graphic organisers and step sequence templates for learners needing more structure.
• Use sentence starters for oral presentations ('First, we...', 'Then, we...') to support language development.
• Allow presentation in pairs or use paired reading for students with language delays or English as an additional language.
• For students with dyslexia, offer printed procedural texts in dyslexia-friendly fonts and colours, and encourage the use of visual aids to lessen reliance on text.

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Assessment Opportunities

• Formative assessment through observation of group presentations focusing on clarity, procedural language use, and engagement with audience.
• Peer feedback during presentations to develop evaluative and listening skills.
• Optional recorded presentations for self and teacher assessment using a simple rubric (voice clarity, step sequence, visual aid use).

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This lesson will actively foster communication, collaboration, and confidence in young learners while deeply connecting to the Australian Curriculum (v9) English outcomes related to speaking, listening and procedural text comprehension and presentation. The multimodal approach with visual aids not only supports understanding but also caters to diverse learners, ensuring inclusivity and engagement.