Drafting A Full Procedure

Overview

Students independently plan and draft a complete procedural text for a familiar task, building on previous lessons about purpose, audience, structure and sequencing. Using a think-aloud model based on The Writing Book, students organise a title, goal, materials and numbered steps while applying punctuation, paragraph presentation, fluent handwriting and knowledge of words ending in -ent and their roots.

Learning intentions

• WALT plan and draft a clear procedure for a familiar task.
• WALT organise ideas into a title, goal, materials and logically sequenced steps.
• WALT use precise action verbs, time connectives and punctuation to guide the reader.
• WALT apply -ent and root-word spelling knowledge, paragraphs and fluent handwriting.

Success criteria

• I can write a title and clearly state the goal of my procedure.
• I can list the materials and organise steps in the correct order.
• I can use numbered steps, time connectives, action verbs and accurate punctuation.
• I can check my spelling, handwriting and paragraph presentation before sharing.

Curriculum links

• Writing to inform: introduce a topic and organise related information clearly into paragraphs.
• Reading comprehension: explore how text structure, language and features communicate ideas clearly.
• Oral Language / Communicating and Presenting: use linking words and phrases to explain reasons, ideas and results.
• Writing to persuade: use linking words and phrases to connect ideas and reasons, supporting the development of coherent written texts.

Lesson structure (60 minutes)

1. 0–5 min · Hook and recall. Open with the hook and learning intention slides showing a striking before-and-after image of a tangled task becoming orderly; ask, “What would a reader need to know to complete this successfully?” Students turn and talk, then name features they expect in a procedure.

2. 5–15 min · Teacher modelling. Use the model procedure slides to think aloud while planning a familiar task such as How to prepare a healthy snack. Model choosing an audience, writing a precise goal, listing materials and ordering steps. Demonstrate how to turn notes into complete sentences using time connectives such as first, next, after that and finally. Explicitly model an action verb, a full stop, a comma after an opener and a new paragraph where appropriate. Students help identify decisions that make the procedure clear.

3. 15–22 min · Transcription mini-lesson. Display the spelling and presentation slides. Briefly examine -ent words such as different, dependent and consistent, identifying the root where useful and discussing how spelling knowledge supports checking. Model rereading, checking word endings, forming letters fluently and leaving clear spaces. Students practise one sentence in their books, then check spelling, punctuation and presentation with a partner.

4. 22–30 min · Independent planning. Distribute the procedure planning and drafting sheet. Students choose a safe, familiar task they know well, such as making a sandwich, planting a seed, packing a school bag or caring for a pet. They complete the planning boxes: title, goal, audience, materials and at least five sequenced steps. Confer with students to ensure the task is manageable and the order is logical.

5. 30–50 min · Independent drafting. Students use their plan to draft a complete procedure in their exercise books or on the worksheet. Remind them to include a clear title, goal, materials and numbered steps; use command or action verbs, precise details and time connectives; and group related information neatly. Circulate for brief conferences, prompting rather than correcting: “What does the reader do first?” “How will they know how much or how long?” “Which word could make the order clearer?” Students reread each step as if they were the intended user.

6. 50–57 min · Partner review and revision. Students swap drafts with a partner and use the Text Structure Checklist to review purpose, structure, organisation, paragraphs and overall structure. Partners identify one strength and ask one clarifying question. Writers make at least two improvements, such as adding a missing material, replacing a vague verb or correcting punctuation and spelling.

7. 57–60 min · Share and exit reflection. Use the sharing and reflection slides to invite two students to read a strong step aloud. Students complete the final reflection on the procedure planning and drafting sheet: “One part that helps my reader is…” and “My next improvement is…”.

Resources

• the complete procedure writing slide deck
• the procedure planning and drafting sheet
• the Text Structure Checklist
• Exercise books or lined writing paper
• Pens, pencils and highlighters
• Teacher model procedure displayed or written live
• Word wall or board space for time connectives and action verbs

Assessment

• During modelling and planning, listen for students’ ability to identify purpose, audience, materials and logical sequence.
• During drafting, conference with selected students and check for a complete structure, clear steps, action verbs, time connectives, punctuation and application of -ent or root-word spelling knowledge.
• Review the draft and reflection for one successful feature and one specific next step; use the partner checklist as evidence of students’ ability to review text structure.

Differentiation

• Support writers with a reduced choice of familiar tasks, a partially completed plan, a bank of time connectives and action verbs, oral rehearsal with a partner, and teacher or peer scribing for ideas where needed.
• Provide a model sentence frame: “First, ___.” “Next, ___ so that ___.” “Finally, ___.” Allow students to dictate ideas before writing and provide a quiet space or short movement break for students who need it.
• For EAL learners, use pictures or real objects for materials and actions, rehearse vocabulary orally and pair them with a supportive peer.
• Extend confident writers by asking them to include precise measurements, safety advice, a reason or result using because or so, and a concluding sentence explaining what the reader should achieve.