Planting Process Steps

Overview

In lesson 5 of 10 in Planting Our Garden Stories, students revisit the order of planting a garden and turn practical steps into a short sequential writing piece. They build on earlier oral discussion and vocabulary learning by using time words, place details, connected events, and an ending.

Learning intentions

• WALT identify and order the main steps for planting a garden.
• WALT use time words to connect events in order.
• WALT write a short piece explaining what happened and where.
• WALT reread our writing to check that it makes sense.

Success criteria

• I can name at least three planting steps in the correct order.
• I can use words such as first, next, then and finally.
• I can include a detail about where the planting happened.
• I can write an ending that shows the planting process is complete.

Curriculum links

• Reading — identifying and discussing the structure and basic features of non-fiction texts.
• Reading — explaining how an author’s choice of words and images communicates meaning.
• Writing — writing about two or more sequenced events, including details about where they happened and an ending.
• Writing — creating a narrative or connected sequence of events that may be true or made up.

Lesson structure (60 minutes)

1. 0–7 min · Reconnect and hook. Teacher opens with the garden mystery hook and shows a picture of a planted seed beside an empty garden bed, asking, “What had to happen in between?” Students turn and talk, then share ideas from previous lessons.

2. 7–17 min · Model the process. Teacher uses the planting process picture sequence to introduce or revisit a simple process: choose a place, prepare the soil, make a hole, put in the seed or seedling, cover it, water it, and care for it. Think aloud while ordering the steps and model a short example: “First, we chose a sunny place. Next, we loosened the soil.” Students help identify what happened, where it happened, and which step came next.

3. 17–27 min · Oral sequencing. Teacher displays the sequencing discussion prompts and briefly retells the process with one step deliberately out of order. Students identify the mistake and explain how to fix it using time words. In pairs, students orally rehearse the process, taking turns to say one step; partners listen for order, a place detail, and a clear ending.

4. 27–35 min · Shared writing. Teacher jointly constructs a class example on the board, inviting students to suggest a title, time words, verbs, and details. Use the shared structure: opening sentence, three or more connected steps, and a closing sentence such as, “Finally, we watered the seed and left it to grow.” Students help read the completed piece aloud and check whether each event is connected.

5. 35–52 min · Independent writing. Teacher distributes the planting process writing planner and refers to the writing task and success criteria. Students plan and write their own sequential piece, using the picture prompts or their experience of planting. Encourage students to write at least four sentences, including where the process happened and an ending. Confer with individuals, prompting rather than supplying complete sentences.

6. 52–58 min · Partner reread and improve. Teacher displays the partner-check routine and models kind, specific feedback. Students read their writing to a partner, who checks: “Can I follow the steps?”, “Did you use a time word?”, “Did you say where it happened?”, and “Does it have an ending?” Students make one improvement, such as adding a time word or a missing detail.

7. 58–60 min · Plenary. Teacher returns to the opening question using the final reflection slide. Students share one time word or planting verb they used and complete the oral sentence, “The planting process is finished when …”

Resources

• the planting process teaching deck
• the planting process writing planner
• Whiteboard and markers
• Pencils, erasers and colouring pencils
• Optional photographs or real garden tools for discussion
• Classroom word wall with planting verbs and time words

Assessment

• Listen during paired sequencing for accurate order, use of time words, and understanding of where each event happens.
• Confer during writing and record who can independently sequence events, include a place detail, and provide closure.
• Collect the writing planner and finished piece. Check for at least three correctly connected events, appropriate sequencing language, and an ending.

Differentiation

• Support learners with a smaller choice of three or four picture steps, oral rehearsal before writing, a shared word bank, and sentence starters such as “First, we …” and “Finally, we …”
• Provide scribing, speech-to-text, enlarged print, or a quiet writing space for students with learning, communication, sensory or fine-motor needs.
• Support EAL learners by pairing gestures and images with words, explicitly rehearsing first, next, then and finally, and accepting oral retelling before written composition.
• Extend advanced writers by adding precise details about tools, weather, soil or plant needs, and explaining why one step must happen before another.

Extension

• Students illustrate their process and label each picture with a time word.
• Students write a second version explaining how to care for the planted seed over the following week.
• Invite confident writers to create a “How to plant a seed” page for a class garden information book.