Writing Chocolate Chip Recipes

---

ST Name: Kym Fox

ST Number: 40036679

Class Level: 2nd & 3rd Class

Date: [Insert Date]

Subject: English

Time: 9:00

Duration of Lesson: 40 minutes

No of Pupils: 27 pupils

---

Strand(s)

• Writing
• Oral Language

Element(s)

• Writing: Exploring and Using
• Oral Language: Understanding

---

Learning Outcomes (IE Curriculum Reference)

• [W/EU] Purpose, Genre, and Voice: Draw and write with purpose and audience awareness by creating texts in a variety of genres, demonstrating knowledge of procedural writing conventions (DCELLS/Writing, Level 2).
• [OL/U] Demonstration of Understanding: Listen actively to and analyse procedural texts and spoken instructions; respond appropriately in oral language activities (DCELLS/Oral Language, Level 2).

---

Focus of New Learning / Learning Objectives

1. The child should be enabled to compose an original procedural text (recipe) following a checklist structure including title, materials, numbered steps, bossy verbs, transition words, and conclusion.
2. The child should be enabled to illustrate their procedural text, demonstrating comprehension of the text’s purpose and audience.
3. (Optional) The child should be enabled to orally recall and sequence procedural instructions collaboratively in a game format, reinforcing comprehension and sequencing skills.

---

Assessment

1. Method: Observation of written recipes and drawings, participation and accuracy in the hot seat game.
2. Assessment of: Ability to write a structured procedural text, use of procedural language features, clarity of illustration, oral sequencing and recall skills.
3. To be recorded: Cross-reference against the procedural writing checklist for each child; anecdotal notes on oral language participation.

---

Teacher Questioning

Lower Order Questions (Closed - I/D/C)

1. What is the title of your recipe? (I)
2. Can you name three ingredients you used in your muffins? (I)
3. What does the word “mix” mean in your instructions? (D)

Higher Order Questions (Open - I/D/C)

1. Why do you think it’s important to number the steps? (D)
2. How do your transition words help someone understand your recipe? (C)
3. If you could change one step in the recipe, what would you change and why? (C)

---

Language Development Opportunities

• Use of imperatives (bossy verbs) in context (e.g., “Stir,” “Pour,” “Bake”) to support functional language development.
• Introduction and reinforcement of sequencing language (first, then, next, finally).
• Expanding vocabulary related to cooking processes and materials.

---

Literacy Development Opportunities

• Development of procedural writing skills aligned with the Irish primary curriculum.
• Application of writing conventions in context—capital letters, full stops, spacing.
• Integrating drawing to visualise text meaning and support emergent literacy.

---

Teaching Methodologies

Please note the primary methodologies:

• Talk and Discussion
• Collaborative/Co-operative Learning
• Active Learning
• Skills Through Content

---

Introduction (8 minutes)

Stimulus: Begin with revisiting the chocolate chip muffin baking experience from the previous day by showing photos or reminding children of the smells, tastes, and process.

Elicit Prior Knowledge: Ask children to share from memory the steps they remember for making muffins.

Share Learning Intention:
“Today, we will write our very own recipe for chocolate chip muffins. You will use our special checklist to help make sure your recipe is easy to follow. Afterwards, we’ll play a fun game where you help a friend guess the recipe by giving them steps!”

---

Development (25 minutes)

1. Writing Activity (15 minutes):

   • Children draft their own recipe for chocolate chip muffins using their procedural writing checklist (title, ingredients/materials, numbered steps, bossy verbs, transition words, and a conclusion).
   • Encourage use of the checklist: reflect on whether their writing meets each criterion.
   • Children draw a picture of their finished product next to their recipe, emphasising clarity and creativity.

2. Peer Review (5 minutes):

   • In pairs, pupils exchange recipes, read each other’s work, and check for the inclusion of all checklist items; give one positive comment.

3. Hot Seat Game (5 minutes):

   • One child sits on "the hot seat" facing the class with the recipe/instructions title displayed behind them on the board.
   • The class provides numbered steps from the recipe as clues.
   • The child tries to guess the recipe title (chocolate chip muffins). Continue until the title is guessed or clues run out.
   • Rotate if time allows.

---

Conclusion (7 minutes)

Cognitive: Recap key features of good procedural writing (numbered steps, bossy verbs, transition words). Ask: “How do these help someone follow a recipe?”

Social: Highlight how working together during peer review and the hot seat game helped us understand each other’s writing better.

---

Universal Design for Learning (UDL)

Pupil(s)	Reason(s)	Method(s)	Additional Comments
Visual learners	Benefit from drawing and visual display	Drawing, visual recipe chart	Picture supports understanding of written text
EAL students	Support with bossy verb vocabulary	Use of word banks, peer support	Adapted checklists with images may aid comprehension
Pupils with fine motor difficulties	Writing scaffolds	Use of scribe or voice-to-text if needed	Ensures all students can participate fully

---

The Learning Environment & Resources

• Classroom with accessible board space for hot seat game
• Procedural writing checklists for each pupil (printed or displayed)
• Writing materials: notebooks, pencils, crayons/colours for drawing
• Recipe photos or real muffins for stimulus recall
• Large printed recipe title cards for hot seat game display

---

This lesson capitalises on prior sensory experience, scaffolds procedural writing skills within the IE Curriculum framework, and incorporates oral language through fun interactive play. The multimodal approach nurtures literacy development and communicative competence in young learners.