Clear Instruction Presentation

Year Level

Year 6 (ages approximately 10-11)

Duration

30 minutes

Class Size

30 students

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WALT (We Are Learning To)

• Revise instructional texts using peer feedback.
• Finalise clear, effective instructions for a scientific investigation.
• Present instructional texts clearly and confidently to an audience.

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Success Criteria

Students will be able to:

• Apply constructive peer feedback to improve clarity and structure of their instructions.
• Demonstrate use of instructional language features such as sequencing words (first, next, finally), imperative verbs (cut, mix, observe), and clear explanations.
• Present their instructional text to the class with appropriate volume, pace, and expression.
• Respond positively to audience questions or feedback.

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Curriculum References: Learning Objectives & Competencies

Learning Areas and Strands (New Zealand Curriculum Refresh: English Years 0-6)

• Oral Language: Presenting to Others
  • Students present ideas clearly, adapting content for audience needs and purpose.
  • Use language appropriate for instructional texts, structuring presentations with introduction and conclusion.
• Writing: Creating Texts
  • Students write instructional texts that include clear sequencing and appropriate vocabulary.
• Working with Texts
  • Students identify features of instructional language that support clear communication.
• Comprehension and Vocabulary
  • Use verb forms, sequencing words, and technical/scientific vocabulary for clarity.

Key Competencies Integration

• Using Language, Symbols and Texts: Develop ability to communicate knowledge in appropriate forms.
• Thinking: Critically evaluate peer feedback and improve texts.
• Relating to Others: Collaborate respectfully during peer feedback and presentations.
• Managing Self: Plan and deliver an effective presentation.

Other Curriculum Considerations

• Ensure instructional texts reflect students’ interests and connect to scientific investigations, integrating literacy and science.
• Inclusive teaching: Use scaffolds such as sentence stems, visuals (like sequence cards), and peer support as needed.
• Support ELL and diverse learners via explicit vocabulary teaching and opportunities to use first language or communication supports (NZSL, AAC) where applicable .

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Materials Needed

• Draft instructional texts written by students (from previous lessons).
• Peer feedback sheets/guides with focused questions on clarity, sequence, and vocabulary.
• Visual supports (e.g., instructional language word banks with sequencing words and imperative verbs).
• Rubric or checklist for presentation skills.
• Timer or stopwatch.
• Optional: Recording device for self-review during presentations.

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Lesson Outline

1. Introduction and Goal Setting (5 minutes)

• Teacher explains: Today we finalise your instructional texts and present them to the class, focusing on clear communication.
• Review WALT and success criteria.
• Briefly revisit key features of instructional language used in science (sequencing words, clear commands).
• Show an exemplar (brought from a previous text or teacher’s model).

2. Peer Feedback and Revision (12 minutes)

• Activity: In pairs or triads, students exchange their draft instructional texts.
• Use the peer feedback guide to give constructive comments on:
  • Clarity of instructions
  • Use of sequencing and instructional verbs
  • Completeness and logical order
• Teacher circulates to support feedback conversations, scaffold language as needed.
• Students revise their own text based on received feedback.

3. Preparation for Presentation (5 minutes)

• Students plan how to present their instructions: introduction, main body (steps), conclusion.
• Remind students of voice, pace, eye contact, and use of clear instructions will help their audience understand.
• Encourage them to practise briefly with a partner.

4. Presentations to Class (7 minutes)

• Groups or individual students present their instructional texts to the class.
• Teacher or peers use a simple checklist to give positive feedback on clarity and delivery.
• If time is limited, select groups or volunteers for presentation.

5. Reflection and Wrap-Up (1 minute)

• Quick verbal reflection: What did you do well? What will you try next time?
• Reinforce the role of clear language in learning and scientific investigation.

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Differentiation Strategies

Learner Type	Strategies
English Language Learners (ELLs)	Use visual aids and sentence stems; provide vocabulary lists beforehand; allow use of first language for discussion; pair with supportive peers.
Students with learning needs	Provide explicit examples of instructional language; allow extra time for revision; use oral feedback options; reduce text length if needed.
High-achieving students	Challenge them to include precise scientific vocabulary and varied sentence structures; encourage presentation creativity (e.g., props or demonstrations).
Multilingual learners	Encourage use of heritage language terms where appropriate; scaffold academic vocabulary explicitly; use bilingual resources if available.

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Assessment

• Formative: Observation of peer feedback discussions and support given during text revision.
• Summative: Final instructional text assessed against criteria for clarity, sequence, vocabulary, and presentation skills.
• Self- and peer-assessment using checklists encourages metacognition and reflection.

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Notes for Teacher

• Build a safe and supportive classroom environment where feedback is constructive and encourages growth.
• Emphasise the real-world relevance of instructional language, especially in science contexts.
• Offer positive reinforcement to build confident presenters.
• Use formative assessment data gathered from this lesson to plan future literacy and oral language lessons, tailoring support to individual needs.

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This lesson plan closely aligns with the New Zealand Curriculum Refresh for language learning, specifically the English area for years 4-6 as described in Te Mātaiaho, focusing on oral language presentation, text structure, vocabulary, peer feedback, and inclusive teaching practices . It integrates teaching and learning approaches recommended for developing instructional language competence for scientific investigations by Year 6 students.