Reflecting on Writing

Overview

This lesson is Lesson 13 of 15 in the unit “Mastering Procedure Writing”. Students reflect on their learning journey, identify what makes a procedure work, and share one new thing they learned.

Learning intentions

• Students will reflect on what they have learned about writing procedures.
• Students will describe the purpose and basic organisation of procedure texts.
• Students will revisit their procedure success criteria and consider what to practise next.

Success criteria

• I can share one thing I learned about procedures.
• I can name a part of a procedure (for example: what you need, steps).
• I can explain why procedures have steps in order.
• I can use my best writing habits (capital letters, full stops, spelling of known words).

Curriculum links

• AC9E1LA03: explore how texts are organised according to their purpose, including procedure.
• AC9E1LY02: use interaction skills including turn-taking, speaking clearly, listening actively, and responding to others.
• AC9E1LY06: create and re-read to edit short written/multimodal texts to report, express opinion, or recount, using sentence boundary punctuation and correct spelling of some one- and two-syllable words.
• AC9E1LY08: write words using unjoined lower-case and upper-case letters.

Lesson structure (30 minutes)

1. 0–4 min · Hook (Visual recall). Teacher shows a simple “Procedure Journey” display with pictures only (e.g., ingredients/what you need, Step 1/2/3, diagram, finished page) and asks: “What kind of writing is this unit about?” Students point to the picture that matches what they remember most and say one word (e.g., “steps”, “procedure”).

2. 4–10 min · Explicit instruction (Reflecting prompts). Teacher models a short think-aloud using WALT: “I am learning to reflect on our procedure writing journey,” then completes a scaffolded sentence on the board: “I learned that procedures ____.” (plus a visual card for “steps in order” and “what you need”). Students repeat the sentence stems chorally, then choose one prompt card to help them think.

3. 10–18 min · Partner reflection + turn-taking. Teacher introduces two speaking roles: Speaker and Listener, with a simple “listening sign” (eyes on speaker, quiet body, waits). Students use visual prompt cards to share with a partner:

• “One thing I learned was…”
• “A procedure helps people because…” Teacher circulates and notes who is using complete ideas and who needs more support.

4. 18–25 min · Whole-class share (Quick conferencing). Teacher runs a “Name it, explain it” round: each student shares one thing they learned, then teacher asks one follow-up prompt if needed: “Why is that important?” Students take turns, listen actively, and respond respectfully to at least one classmate (for example: “I also thought that”).

5. 25–30 min · Exit reflection (Dyslexia-friendly journal entry set-up). Teacher distributes a one-page reflection sheet with large icons and a short writing box. Students complete only the first part (one sentence): “My procedure writing goal is to ____.” Students hand in the sheet when finished.

Resources

• “Procedure Journey” picture display (what you need, Step 1/2/3, diagram, finished procedure)
• Visual prompt cards for reflection sentence stems
• Partner “Speaker/Listener” signs
• One-page reflection sheet with icons and a single sentence frame
• Personal procedure writing portfolio (or a quick reference page from students)
• Coloured pencils for marking (optional)
• Assistive reading options: teacher-read exemplars on audio/recorded voice, enlarged print cards
• Spelling support word bank (common procedure words: first, next, then, last; need, step, mix, cut)

Assessment

• Teacher observation during partner reflection: listen for clear “one thing I learned” statements and correct use of procedure language (steps, order, what you need).
• Quick check during whole-class share: students explain “why” with a simple reason (for example: “so people can copy it”).
• Exit reflection sheet: collect evidence that each student can complete a sentence about a writing goal or learning.

Differentiation

• Support:
• Provide sentence starters with visuals (e.g., “I learned that procedures have steps in order” with step icons).
• Offer a small word bank for students who need it and allow pointing to picture prompts instead of reading full sentences aloud.
• Allow oral response first (recorded by teacher or student using dictation) before writing the final sentence.
• Extension (advanced learners):
• Add a second sentence to the exit sheet: “In my next procedure, I will use ____ (adjective or precise verb) to make it clearer.”
• Dyslexia-friendly reading options:
• Use enlarged print, high-contrast sheets, and limit text on each card.
• Teacher reads the sentence stems aloud; students follow with a finger and choose from icons.
• Provide audio-recorded prompts on a class device or teacher audio recording for students who need it.
• EAL/SEN:
• Keep questions consistent (“What did you learn?” “Why is it important?”) and accept brief answers; model a full response without forcing lengthy speech.

Extension (optional)

• Provide a short “favourite procedure journal” task: students choose their favourite procedure from the unit and write a short entry using the stem: “My favourite procedure was ____ because ____.” Include an icon for “because”.