Publishing A Procedure

Overview

In this 60-minute lesson, students revise, edit and publish a procedure drafted earlier in the unit. They will improve organisation, audience awareness, layout and visual support, then complete a final transcription check before sharing a polished print or digital text.

Learning intentions

• WALT revise a procedure so its ideas and paragraphs are clear and well organised.
• WALT edit spelling, punctuation, homophones and final -ick words accurately.
• WALT use headings, diagrams and formatting to guide our intended audience.
• WALT publish a neat, readable procedure in print or digital form.

Success criteria

• I can introduce my task and organise related steps into clear paragraphs.
• I can use precise, topic-related vocabulary and accurate time-order words.
• I can add a useful heading, labelled diagram, photograph or other visual feature.
• I can check my spelling, homophones, punctuation and handwriting or typing before publishing.

Curriculum links

• Writing to inform: introduce a topic and organise related ideas clearly into paragraphs.
• Writing to inform: develop a topic with facts and related examples, precise vocabulary and a relevant conclusion.
• Reading information texts: recognise headings, diagrams and other visual features that organise meaning.
• Reading information texts: identify precise and topic-related vocabulary.

Lesson structure (60 minutes)

1. 0–7 min · Hook and retrieval. Open with the hook and retrieval slides showing two versions of the same procedure: one crowded and difficult to follow, and one clearly formatted. Ask, “Which text would help a new learner succeed, and why?” Students discuss with a partner, then identify useful procedure features from prior lessons: title, goal, materials, ordered steps, precise verbs and safety advice.

2. 7–17 min · Model revising for an audience. Use the model procedure slides to display a short procedure such as How to Make a Paper Spinner. Think aloud while revising one paragraph: combine related ideas, replace vague words such as “thing” or “do” with precise vocabulary, and add a time-order word. Model choosing a clear heading, spacing steps, bolding key verbs and adding a labelled diagram. Students suggest one improvement and explain how it helps the intended audience.

3. 17–25 min · Editing mini-lesson. Display the editing examples in the editing check slides. Model reading aloud slowly and checking capital letters, full stops, paragraph breaks and spelling. Draw attention to final -ick words, such as stick, thick and quick, and commonly confused homophones such as to/two/too, there/their/they’re and your/you’re. Students correct two sample sentences on whiteboards and explain the meaning that confirms the correct homophone.

4. 25–31 min · Plan the publication. Distribute the procedure publishing checklist. Students reread their own draft and mark two revisions they will make before publishing. They choose a suitable format—neat handwriting or digital—and sketch where the title, paragraphs, numbered steps and visual feature will go. Confer briefly with students who need help selecting the most important information or grouping related steps.

5. 31–51 min · Revise, edit and publish. Students produce a polished final procedure using paper or an approved digital tool. The teacher circulates, checking that students are making meaning-focused revisions rather than only correcting spelling. Prompt with: “Who is your audience?”, “Would a reader know what to do next?”, “Which word could be more precise?” Students use the procedure publishing checklist to complete a final check, including paragraph accuracy, -ick spellings, homophones, punctuation, legibility and visual layout. Early finishers quietly proofread a partner’s text, giving one specific warm feedback comment and one actionable suggestion.

6. 51–56 min · Gallery share and response. Display or place completed procedures where partners can read them. Students read one classmate’s text and identify a formatting or visual choice that makes the instructions easier to follow. Invite two students to explain how they designed their procedure for its intended audience.

7. 56–60 min · Exit reflection. Finish with the Success Criteria exit ticket slips. Students indicate which criteria they met, name one change that improved their procedure, and identify one editing check they will remember next time. Collect the slips and published texts for assessment.

Resources

• the procedure publishing slide deck
• the procedure publishing checklist
• the Success Criteria exit ticket slips
• Students’ completed procedure drafts
• Writing books or publishing paper
• Pencils, coloured pencils and rulers
• Devices and word-processing software, if available
• Whiteboards and pens

Assessment

• During modelling and whiteboard practice, check whether students can explain how headings, paragraphing, diagrams and precise vocabulary support an audience.
• During publishing, conference with students and use the checklist to assess revision, organisation, transcription accuracy, spelling, homophones, punctuation and presentation.
• Review the exit ticket and final procedure to identify students needing further support with paragraphing, -ick words, homophones or digital/handwritten presentation.

Differentiation

• Provide a partially completed publishing checklist, a bank of time-order words and a paragraph frame for students who need writing support.
• Allow students to publish from a typed draft, dictate ideas before writing, or use speech-to-text and a read-aloud function where appropriate.
• Pair EAL learners with a supportive peer and rehearse instructions orally before writing; clarify homophones with quick examples and gestures.
• Extend confident writers by asking them to adapt their procedure for a different audience, justify their layout choices, or add a precise warning, explanation or labelled visual.