Recipe Parts

Overview

In this second lesson of our unit, students explore what recipes are made of and how their parts help a reader cook or follow steps. They will identify the title, ingredients, and instructions in a short sample recipe and practise filling a simple recipe template.

Learning intentions

• WALT describe the parts of a recipe.
• Students will recognise key features of informative texts, like headings and lists.
• Students will use a recipe template to sort information into correct parts.

Success criteria

• I can point to and name the recipe title.
• I can identify the ingredients as a list (what you need).
• I can identify the instructions as steps (what you do).
• I can correctly place ingredients and steps into a guided template.

Curriculum links

• Students develop understanding of how informative texts are organised, including simple structure and purpose.
• Students practise comprehension strategies by identifying key information in a familiar text type.
• Students use oral and written language to communicate ideas clearly and accurately at their level.

Lesson structure (30 minutes)

1. 0–5 mins: Hook with real recipe

• Teacher displays a picture of a simple recipe (e.g., “Butter Toast”) and a few recipe cards.
• Students do a quick “What do you think this tells you?” turn-and-talk, then share one idea.

2. 5–10 mins: Video + teacher modelling

• Watch a short, classroom-appropriate video of someone making toast or a similar simple recipe (no sound needed if captions are available).
• Teacher pauses and models: “A recipe helps us cook. It has a title, ingredients, and steps.”

3. 10–17 mins: Interactive sorting

• Provide each table group with a printed mini-recipe with three boxed areas: Title, Ingredients, Instructions.
• Cut-up strips show words/phrases such as “Butter”, “Toast the bread”, “Slice”, and “Butter Toast”.
• Students place each strip into the correct box and say why (e.g., “Butter is an ingredient because you need it.”).

4. 17–24 mins: Guided practice template (hands-on)

• Give students a recipe template with prompts: Title line, Ingredients list bullets, and numbered step boxes.
• Teacher provides a small word bank and models one example of filling each section.
• Students complete the template using the mini-recipe sample (copying or tracing as needed). Provide “label cards” they can match: TITLE, INGREDIENTS, INSTRUCTIONS.

5. 24–28 mins: Read-back and check

• Students read (or teacher reads with them) the completed template in a “choral read” first, then independently for one part (title/ingredients/steps).
• Teacher checks: “Can you point to the ingredients? What are the instructions telling us to do?”

6. 28–30 mins: Exit ticket

• Each student completes a quick exit response: circle the correct label for three cards (title/ingredients/instructions) OR place one strip into the right section on a small laminated sheet.

Resources

• Printed mini-recipe (simple, short: 1 title, 5–7 ingredients, 3–5 steps)
• Cut-up recipe strips for sorting
• Recipe template with boxes/lines for title, ingredients, numbered steps
• Word bank cards (e.g., butter, bread, slice, toast, spread)
• Label cards: TITLE, INGREDIENTS, INSTRUCTIONS
• Laminated sorting sheets and wipe-off markers
• Short video of a simple recipe in action (with captions if possible)
• Timer and visual schedule (first/then/next)
• Dyslexia-friendly coloured overlays or paper with strong spacing if available

Assessment

• Observation during sorting: teacher notes whether students correctly identify title, ingredients, and instructions.
• Template check: students’ written/matched sections show correct placement and understanding of recipe parts.
• Exit ticket accuracy: quick indication of immediate learning for each part of a recipe.

Differentiation

• Guided practice support: use a partially completed template first (teacher writes title; student completes ingredients and first step).
• Dyslexia-friendly reading options: provide the sample recipe in larger font, high contrast, and offer teacher read-aloud while students follow with a finger guide; allow recordings or oral responses instead of full copying.
• Autism supports: clear, predictable routine with visual schedule; provide choices (sort first or template first); reduce noise during video; use step-by-step instructions.
• Dyslexic/writing support: accept “match-and-place” responses; offer tracing over printed words; provide a word bank and allow short oral dictation to teacher/scribe.

If you’d like, I can also create the exact mini-recipe text (Year 2–3 appropriate) and a ready-to-print template layout.