Baking Procedural Writing

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ST Name: Kym Fox

ST Number: 40036679

Class Level: 2nd & 3rd Class

Date: 15/05/25

Subject: English

Time: 9:00

Duration: 60 minutes

No of Pupils: 27

Strand(s):

• Reading
• Oral Language

Element(s):

• Exploring and Using
• Communicating

Curriculum Alignment

Referencing the IE Curriculum: Curriculum Framework for IE (Primary Language Curriculum - English Strand)

• Reading Strand: Exploring and Using
  LO: [R/EU] Comprehension & Engagement
  Comprehension: children should access a variety of genres independently and collaboratively, using background knowledge to engage critically.

• Oral Language Strand: Communicating
  LO: [OL/C] Social conventions and awareness of others
  Use language suited to audience, sustain conversations on curriculum topics.

• Writing Strand (supporting procedural writing skills):
  Children develop an understanding of procedural texts featuring title, ingredients, sequence words, bossy verbs, and conclusions.

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Learning Outcomes/Objectives

1. The child should be enabled to collaboratively compose and follow a procedural text (recipe) using appropriate features: title, list of ingredients, transition words, bossy verbs, and conclusion.
2. The child should be enabled to orally communicate and work effectively in groups, using appropriate language to initiate and sustain conversations related to the procedural task.
3. The child should be enabled to apply comprehension skills by reading, interpreting, and executing a procedural text during cupcake baking.

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Assessment

1. Method: Formative assessment through observation and group discussion during the activity, plus peer feedback within groups.
2. Assessment of: Procedural language use, understanding of sequencing, collaboration, and oral communication.
3. To be recorded: Teacher notes on group participation, correct procedural language usage, ability to follow the procedure, and social engagement.

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Teacher Questioning

Lower Order (Closed Questions) (I - Introduction, D - Development, C - Conclusion)

1. (I) What do we call the list of things you need to bake cupcakes? (Ingredients)
2. (D) What comes after we mix the ingredients? (Baking)
3. (D) Which word tells us to ‘put’ something in the bowl? (Bossy verb ‘put’)

Higher Order (Open Questions) (I, D, C)

1. (I) Why is it important to use transition words like ‘first’, ‘next’, and ‘finally’ in a recipe?
2. (D) How can you make sure everyone in your group takes part equally?
3. (C) What would happen if we skipped one step in our cupcake recipe?

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Language Development Opportunities

• Use of imperative/bossy verbs (mix, pour, whisk) embedded in procedural language.
• Practice sequencing language and transition words orally and in writing.
• Discussions during group work to enhance vocabulary related to cooking and procedural text.

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Literacy Development Opportunities

• Reading and following procedural text collaboratively.
• Writing/refining procedural steps and conclusions with teacher support.
• Reinforcement of punctuation and sentence structure in the context of procedural writing.

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Teaching Methodologies

Primary: Collaborative/Co-operative Learning, Active Learning, Talk and Discussion
Supporting: Skills Through Content, Problem Solving

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Introduction (10 minutes)

Stimulus:

• Display a colourful image of chocolate chip cupcakes on the board.
• Read aloud a model procedural text of a chocolate chip cupcake recipe on chart paper with clear annotations.

Elicit Prior Knowledge:

• Ask students to recall vocabulary and features of procedural text previously learned (title, ingredients, bossy verbs).
• Discuss the purpose of procedural writing and link to everyday activities.

Share Learning Intention:

• Explain: “Today, we will work in groups to bake chocolate chip cupcakes! We will use what we have learned about procedural writing and language to follow and write a clear recipe so everyone can bake along.”

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Development (40 minutes)

Group Organisation & Task Description (5 minutes)

• Divide 27 pupils into 5 groups (four groups of 6, one group of 3 or 4 — 3rd class pupils with 2nd class pupils who will attend maths separately integrated as per UDL).
• Assign roles (reader, writer, mixer, measurer, timekeeper, presenter) rotating within groups for social development.

Activity Steps:

1. Reading Recipe (5 minutes):
   Each group reads the recipe text provided printed on large cards — emphasise identification of title, ingredients, transition words, bossy verbs, and conclusion.

2. Procedural Writing Refinement (10 minutes):
   Groups collaboratively highlight/underline bossy verbs and transition words on their recipe cards. Then using flip chart sheets, they rewrite the steps focusing on clear sequencing. Teachers support groups to use appropriate language.

3. Baking & Following Procedure (15 minutes):
   Groups will now bake cupcakes following their written procedural steps under supervision. They will practise speaking and listening as they explain steps to one another.

4. Oral Presentation (5 minutes):
   Groups present their procedural recipe and share what worked well, including any challenges they faced in following the procedure or communicating.

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Conclusion (10 minutes)

Cognitive:

• Recap key features of procedural texts: “What did your group use to make the recipe clearer?”
• Discuss why checking the sequence and language is important.

Social:

• Reflect on working as a team: “How did you support each other?” and “Why is it important to listen carefully when following instructions?”

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Universal Design for Learning (UDL)

Pupil(s)	Reason(s)	Method(s)
2nd class pupils	Attend separate Maths lesson	Mix 2nd and 3rd class pupils so they learn in inclusive groups; synergy by linking weight concept in maths and baking
All pupils	Extend learning	Integrate Gaeilge by learning key vocabulary related to baking; count ingredients (Maths link)
Pupils with language support needs	Scaffold procedural language and social roles	Visual recipe cards, oral instructions, peer modelling

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The Learning Environment & Resources

• Location: Classroom with group work tables and access to a safe baking station
• Resources:
  • Printed recipe cards with procedural writing labels
  • Flip chart sheets and markers for writing steps
  • Baking ingredients & equipment (bowls, mixers, cupcake tray, oven access)
  • Visual vocabulary cards (bossy verbs, transition words)
  • Timer/clock for baking phase
  • Disposable aprons and wipes for hygiene

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Notes for Teachers:

• Safety first! Ensure food hygiene and oven use are carefully supervised.
• Encourage use of Gaeilge phrases for ingredients or action verbs for cross-curricular engagement.
• Use positive feedback to build confidence in both language and collaborative skills.

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This lesson maximizes the IE Curriculum’s emphasis on integrating language across contexts, collaborative learning, and real-life application of literacy and oral communication skills. The hands-on baking experience concretises procedural writing concepts, making learning meaningful and memorable for young learners.