Language Features Exploration

Context

This 30-minute session is Lesson 2 in a 5-lesson unit titled "Exploring Instructional Language". It targets Year 6 students in a quire-based New Zealand school and follows the New Zealand Curriculum Refresh framework for Languages. The lesson focuses on identifying language features commonly found in instructional texts, supporting students to recognize and dissect these features clearly and confidently.

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WALT (We Are Learning To)

• Identify and understand language features in instructional texts, including imperative verbs, sequencing words, and formatting.
• Analyse various instructional materials to see how these features support clarity and action.

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Success Criteria

By the end of this lesson, students will be able to:

• Recognise imperative verbs directing actions in instructions.
• Identify sequencing words that indicate order (e.g., first, next, finally).
• Explain how formatting (e.g., bullet points, numbered lists) helps readers follow instructions.
• Confidently highlight these features in a variety of instructional texts.

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Curriculum Alignment

Learning Area: Languages (English strand, Reading and Writing sub-strands)
Level: Year 6 (Typical ages 10-11)
Relevant Achievement Objectives (from Te Mātaiaho - English in the New Zealand Curriculum Refresh):

• Identify and discuss text features and their purpose, including headings, images, order (sequencing), and language features used to convey meaning in texts from their own and others' cultures.
• Use language features (such as imperative verbs, sequencing words) to support clarity in instructions.
• Plan and organise content logically to support understanding and instructions.
• Develop verbal reasoning by describing actions and sequences clearly in spoken and written language.

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Lesson Plan Outline

Time Breakdown

Time	Activity	Purpose
5 min	Introduction & WALT shared	Set learning intentions and activate prior knowledge.
10 min	Guided Exploration of Language Features	Analyse exemplar instructional texts together.
10 min	Paired Activity: Identify Features	Students apply learning by dissecting an instruction.
5 min	Plenary & Success Criteria Check	Share findings, assess understanding, and clarify.

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Detailed Lesson Plan

1. Introduction (5 minutes)

• Display the WALT and success criteria on the board.
• Briefly discuss why instructional texts need clear language and formatting.
• Activate prior knowledge: Ask students if they have ever followed instructions at school or at home (recipes, games, assembly directions).

2. Guided Exploration (10 minutes)

• Show a simple instructional text on the board or document camera (e.g., a recipe or a set of game instructions).
• Model identifying:
  • Imperative verbs ("cut", "mix", "stir") - verbs that tell the reader what to do.
  • Sequencing words ("first", "then", "next", "finally") - words that show order.
  • Clear formatting - numbered steps, bullet points, headings.
• Use think-aloud strategies to demonstrate how the language features make the instructions easier to understand.
• Include examples from culturally relevant or familiar contexts to the students.

3. Paired Activity: Feature Hunt (10 minutes)

• Distribute a variety of short instructional texts or excerpts (e.g., instructions to play a game, directions for simple crafts).
• In pairs, students highlight:
  • Imperative verbs (underline or highlight in one colour).
  • Sequencing words (circle in another colour).
  • Formatting features (discuss and make notes).
• Teacher circulates, supporting pairs and prompting deeper thinking with questions like:
  • Why do you think the author chose this word?
  • How does the order of instructions help the reader?

4. Plenary & Success Criteria Review (5 minutes)

• Invite pairs to share one example of each feature they found.
• Check understanding against the success criteria.
• Reinforce how these features help us follow instructions easily.
• Preview next lesson focus on creating instructional language.

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Differentiation Strategies

Need Type	Strategy
Learning Support	Use text with clear visuals; provide sentence stems to identify features; one-on-one guided support for language features.
Gifted Learners	Challenge with more complex instructional texts; invite explanation of why specific language features are effective.
English Language Learners	Pre-teach key vocabulary (imperative verbs, sequencing words); use bilingual glossaries; pair with supportive peers; use visuals.
Neurodiverse Students	Use multi-sensory cues (colours, symbols) to mark language features; allow oral explanation instead of written for feature identification.

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Teaching Tips to Wow

• Use physical movement — for example, command students to stand, sit, or move in sequence mirroring imperative verbs and sequencing to embody the language.
• Use a "Feature Detective" theme, turning the class into language investigators with magnifying glasses or detective hats to make the activity playful and engaging.
• Integrate a short digital tool or app displaying instructions to explore digital formatting and interactivity — linking traditional and modern instructional texts.
• Link lessons to tikanga Māori by showing how instructions in Māori language share some similar language features and discussing bilingual instructional texts for relevance and cultural awareness.

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This plan carefully incorporates key NZ Curriculum elements, supports the holistic development of students’ oral and written language skills, and fosters deep understanding of instructional texts critical for daily and academic success【4:0-19†Te Mataiaho English Single Page.pdf】.