Overview

This 30-minute lesson introduces Year 6 students to the concept of instructional language. Students will explore the purpose and features of instructional texts that guide actions and processes. They will engage in group discussions analysing examples of instructional language.

The lesson aligns closely with the New Zealand Curriculum Refresh, specifically within the English learning area, focusing on oral language skills, vocabulary development, comprehension, and presenting ideas clearly.

Students will learn to identify and use language that directs and explains, building foundational skills for understanding and creating instructional texts.

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WALT (We Are Learning To)

• Understand what instructional language is.
• Identify the purpose of instructional texts.
• Recognise key features of instructional language that guide actions and processes.

Success Criteria

• Can explain what instructional language means.
• Can describe the purpose of instructional texts.
• Can identify examples of instructional language in a text.

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Curriculum Links

English – Years 5-6 (Oral Language Strand)

• Communicating ideas and information: Give well-structured explanations and presentations, adapting content for audiences (Year 6 progression).
• Vocabulary and grammar: Understand and use discipline-specific vocabulary, including verbs that direct action (Year 6 progression) .
• Listening and responding: Participate actively in discussions, ask clarifying questions, and stay on topic .
• Presenting to others: Plan and adapt content for a specific audience, clearly presenting ideas with an introduction and conclusion .

Key Competencies

• Thinking: Developing verbal reasoning by analysing texts.
• Using language, symbols, and texts: Understanding instructional language structures and vocabulary.

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Lesson Plan Detail

Time Breakdown

• 5 minutes: Introduction to instructional language concept.
• 10 minutes: Group activity – Identifying instructional language in example texts.
• 10 minutes: Whole class discussion and analysis of features.
• 5 minutes: Recap and success criteria reflection.

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Lesson Activities

1. Introduction to Instructional Language (5 mins)

• Teacher briefly explains instructional language: language that tells someone how to do something or guides steps in a process.
• Use simple familiar examples, e.g., recipes, game instructions, or school procedures.
• WALT and Success Criteria displayed and read aloud.

2. Group Activity: Explore Examples (10 mins)

• Divide students into small groups (4-5 students).
• Provide each group with different short instructional texts (e.g., recipe steps, how to tie shoelaces, playground game rules).
• Task: Identify language that tells us what to do (imperatives, sequencing words like "first," "then," "after," verbs such as "mix," "cut," "wait").
• Groups list key features/language on a poster or shared digital doc.

Differentiation

• Provide scaffolded sentence stems for ELL or learning support students: "The instructions tell us to ____", "We see words like ____ that show action."
• Challenge groups to think about why these words are important for following instructions.

3. Whole Class Discussion and Analysis (10 mins)

• Groups present their findings with focus on purpose and features of instructional language.
• Teacher prompts discussion by asking questions:
  • What is the purpose of these instructions?
  • How does the language help us understand what to do?
  • How could we tell if instructions were unclear?
• Highlight common features: action verbs, sequence/connective words, clarity and directness.

4. Recap and Reflection (5 mins)

• Refer back to WALT and success criteria.
• Quick round: Each student shares one thing they learned about instructional language.
• Teacher summarises the key points about purpose and key language features.

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Differentiation Strategies

• For diverse learners:
  • Use clear visuals and physical props related to instructional texts (e.g., recipe ingredients).
  • Provide bilingual glossaries or translations for English language learners.
  • Use mixed-ability grouping to support peer learning.
  • Offer sentence starters and visual organisers (e.g., flowcharts) to support understanding.
• For advanced learners:
  • Challenge them to think about tone and formality in instructional language.
  • Encourage identifying why certain verbs or structures might be best for instructions (e.g., imperative mood for clarity).

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Assessment (Formative)

• Observation during group and class discussion: can students identify instructional language features?
• Oral sharing during recap: can students articulate understanding of purpose and features?
• Collect group posters or notes as evidence of engagement and comprehension.

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Summary

This lesson builds language and literacy capabilities aligned with New Zealand Curriculum Refresh expectations for Year 6 students, focusing on instructional language as a key function of communication. The approach blends collaborative discussion, scaffolded analysis, and explicit teaching of language features, well-suited to a quire-based classroom with diverse learners.

Teachers are encouraged to integrate these skills across curriculum areas through similar instructional text analysis to deepen students' understanding and fluency in instructional language.

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If you would like, I can also help develop lessons 2 to 5 in this unit!