Hot Chocolate Instructions

Overview

Students use their recent hot chocolate-making experience to plan and write a short set of instructions for making hot chocolate at home. The lesson explicitly teaches “bossy” language—imperative verbs—and the importance of putting steps in a clear order for a reader.

Learning intentions

• WALT plan instructions using notes and pictures.
• WALT use “bossy” imperative verbs to tell someone what to do.
• WALT organise instructions in the correct order.
• WALT write for a reader who was not present when we made the hot chocolate.

Success criteria

• I can write a title and list the equipment or ingredients needed.
• I can use bossy verbs such as get, pour, add, stir, and wait.
• I can number my steps in the correct order.
• I can check that my instructions are clear enough for someone at home to follow.

Curriculum links

• Writing Processes — Planning: developing and recording key ideas before writing.
• Using notes to record key ideas during planning.
• Composition — Writing to inform: using clear, numbered steps and imperative verbs to show the reader exactly what to do.
• Planning and drafting: building sufficient knowledge about a topic before planning and writing.

Lesson structure (40 minutes)

1. 0–5 min · Reconnect with the experience. Teacher displays the opening hot chocolate image and question and asks, “What would someone need to know to make our hot chocolate at home?” Students turn and talk, recalling the ingredients, equipment and actions from the class activity.

2. 5–12 min · Notice instruction language. Teacher shows the examples of instruction steps and reads aloud: “You might pour the milk” and “Pour the milk.” Discuss which sentence gives a stronger direction. Introduce bossy verbs as action words that tell the reader what to do, and underline verbs such as get, place, pour, add, stir, heat, wait, and enjoy. Students act out each verb and suggest another suitable verb.

3. 12–18 min · Model planning and sequencing. Teacher thinks aloud while completing the first part of the hot chocolate instructions worksheet. Model a simple plan: title, ingredients/equipment, then numbered steps. Mix up three or four example steps on the sequencing example and invite students to explain the correct order. Emphasise that the writer must include enough information for a person who was not in the classroom. Students help orally rehearse the steps with a partner.

4. 18–28 min · Plan independently. Teacher distributes the hot chocolate instructions worksheet and supports students to record notes rather than full paragraphs at first. Students draw or write the ingredients and equipment, then plan four to six numbered actions in order. Encourage them to say each step aloud, beginning with a bossy verb. Confer with students, asking, “What happens first? What does the reader do next? How will they know when it is ready?”

5. 28–36 min · Draft the instructions. Teacher directs students to turn their notes into a neat set of instructions, referring to the writing checklist. Students write a title, list ingredients or equipment, and compose numbered steps using imperative verbs. Remind them to use capital letters, full stops and clear handwriting. Students who finish early add a safety reminder, such as asking an adult to help with hot milk.

6. 36–40 min · Share and check. Teacher displays the partner-check questions and pairs students. Each student reads their instructions to a partner, who checks: “Are the steps in order? Can I find the bossy verbs? Is anything missing?” Students make one improvement, then share one strong verb or clear step with the class.

Resources

• the hot chocolate instruction slide deck
• the hot chocolate instructions worksheet
• Whiteboard and markers
• Pencils, erasers and coloured pencils
• A completed teacher model
• Word cards or a visible bank of imperative verbs
• Photographs or class discussion notes from the hot chocolate activity

Assessment

• During discussion, listen for students identifying imperative verbs and recalling the process accurately.
• Check planning sheets for a logical sequence, relevant notes and enough topic knowledge to begin writing.
• Collect or quickly scan drafts for a title, numbered steps, bossy verbs and understandable instructions. Use the partner check as an immediate formative assessment.

Differentiation

• Support writers with picture prompts, a shared verb bank, oral rehearsal and sentence frames such as “First, ___.” and “Next, ___.” An adult or peer can scribe ideas while the student contributes the language.
• Students who need reduced writing demands may plan and write three clear steps, with drawings supporting each step. Read instructions aloud and clarify vocabulary for English language learners.
• For Year 1 students, accept labelled pictures, dictated sentences or three simple steps. Encourage Year 2 and Year 3 students to add detail about amounts, timing or texture where appropriate.
• Extension: students add a safety warning and a final “Enjoy your hot chocolate!” step, then revise one vague instruction to make it more precise for a reader at home.