Summer Procedural Writing

Subject Title

English

Strand

Writing

Strand Units

Procedural Writing

Learning Outcomes / Content Objectives (from IE Curriculum)

• generate ideas through discussion and planning for procedural writing
• understand and use sequence words (first, next, then, last) in writing procedures
• write a clear and logical sequence of steps for a simple procedure
• use appropriate vocabulary and punctuation in procedural texts

Learning Objectives

The child should be enabled to:

• understand and describe the steps needed to complete a simple summer-related procedure (e.g., making lemonade or packing a summer bag)
• use sequential words to order their procedural writing clearly
• write a short procedural text with clear, simple instructions connected to the theme of summer

Assessment

• Method of Assessment: Teacher observation during activities; written procedural text collected at the end of the lesson; peer feedback during sharing
• Assessment of: Understanding of sequencing, clarity of instructions, use of procedural vocabulary and punctuation
• Recorded: Assessment notes and samples of student work recorded in the teacher’s assessment folder and on the digital classroom assessment tracker

Teaching Questions

Question	Level	Lesson Part
What do we need to do first when... ?	Lower	Development
Why do you think it is important to put the steps in the right order?	Higher	Development
How can we make sure our instructions are easy to follow?	Higher	Conclusion
Can you think of a time in summer when you followed steps like this?	Lower	Introduction
What words help us to show the order of the steps?	Lower	Development

Language Development Opportunities

• Use of transition/sequence words orally and in writing (first, next, then, last)
• Expand vocabulary related to summer and procedural actions
• Sentence formation practice, including use of imperative verbs (e.g., cut, pour, mix)

Literacy Development Opportunities

• Engage with procedural texts and identify their features (signals, lists, clear steps)
• Writing practice focused on clarity and step-by-step sequencing
• Peer reading and feedback to develop comprehension and editing skills

---

Body of the Lesson

Introduction (10 minutes)

• Stimulus: Play a quick interactive game “Summer Steps” where students arrange picture cards showing steps of making lemonade or putting on suncream in the correct order.
• Elicit Prior Knowledge: Ask students to share any summer activities where they follow a set of steps (e.g., making a sandwich, packing their bag to go swimming). Write keywords on the board. (I)
• WALT (displayed visually and read aloud): We are learning to write clear instructions for a summer activity.
• WILF (displayed visually and read aloud): I will write steps in the right order, using words like first, next, and last.

Development (25 minutes)

• Teacher explains what procedural writing is and its purpose, using an example text on the IWB related to summer (e.g., how to make a fruit salad). (D)
• Teacher highlights and models key features: title, list of ingredients/materials, numbered steps, sequence words, imperative verbs, punctuation. (D)
• Teacher will guide students to brainstorm all materials and steps needed for a simple summer procedure (class choice: either making lemonade or packing a summer bag). List ideas on the board. (D)
• Teacher models writing the procedural text step-by-step on the board/IWB.
• Students write their own procedural text individually, using a structured template to scaffold their writing that includes spaces for title, materials, and steps. (D)
• Teacher circulates, supports, and prompts with lower and higher-order questions: e.g., “What do you do after you mix the lemonade?” “Why is it important to tell the order?” (D)
• Pair-share: students read instructions aloud to each other and check if the steps make sense and are in order. (D)

Conclusion (10 minutes)

• Cognitive: Class discussion reflecting on how the sequencing words helped make their writing clearer. (C)
• Social: Students share one interesting instruction they wrote with the class. (C)
• Transition: Recap WALT & WILF on the board. Discuss how clear steps help in summer activities and other areas of life. (C)

---

Universal Design for Learning (UDL)

Pupil	Reason	Method	Additional Comments
12 (ASD)	Difficulty with social interaction and communication	Use visual supports such as step-by-step picture cues; provide a quiet workspace	Provides structure and reduces sensory overload
23 (Dyslexia)	Reading and writing challenges	Provide a writing template with sentence starters and allow oral responses	Reduces cognitive load and supports writing fluency
25 & 26 (EAL)	Limited English vocabulary	Pre-teach key vocabulary and sequence words; use bilingual labels; pairing with peer helpers	Supports language acquisition and comprehension
4 (Hearing impairment)	Difficulty hearing teacher instructions clearly	Use written instructions on board/IWB; face student when speaking; use visual cues	Supports accessibility and comprehension
24, 9, 17 (High ability maths)	Advanced logical sequencing skills	Challenge with creating a flowchart or diagram before writing	Extends thinking and links literacy and maths skills
22 (Lower ability)	Struggles with sequencing and writing	Use tactile sequencing cards; work in small guided group; one-to-one help if needed	Helps scaffold skills; personalised support
15 (Social and emotional support)	Needs reassurance and motivation	Provide positive reinforcement; allow choice of procedure; flexible breaks	Supports self-esteem and engagement

---

Learning Environment

• Classroom set up with desks in pairs for collaboration
• Accessible whiteboard/IWB visible to all students
• Quiet writing area with individual resources available
• Space on walls for displaying vocabulary and procedural writing examples

---

Resources / Materials Needed

• Interactive whiteboard (IWB) with PowerPoint slides showing sample procedural texts
• Picture cards for “Summer Steps” game (laminated)
• Writing templates printed for each student (title, materials, steps)
• Visual word bank of sequence words and summer vocabulary
• Pencils, erasers, coloured pens for students
• Sample materials (e.g., plastic lemons, small containers) for demonstration
• Peer feedback checklists (simple thumbs up/down cards)

---

This lesson plan is carefully aligned with the IE Curriculum’s emphasis on procedural writing skills within the context of a summer theme, promoting language and literacy development through active engagement, scaffolded writing, and inclusive classroom strategies.