Sundae Instructions

Overview

Students examine how clear instructions help a reader make a vanilla, chocolate or strawberry ice-cream sundae. They orally rehearse and then write a short, numbered procedure using imperative verbs, sequencing words and precise details. No food needs to be tasted; follow school allergy and food-safety procedures if ingredients are handled.

Learning intentions

• WALT plan an instructional text through talk before writing.
• WALT organise ideas in a clear, logical sequence.
• WALT use imperative verbs and precise words to tell the reader what to do.
• WALT write for a reader who does not know how to make a sundae.

Success criteria

• I can name the ingredients, equipment and audience for my instructions.
• I can write numbered steps in the correct order.
• I can begin steps with imperative verbs such as choose, scoop, add, squeeze, sprinkle and place.
• I can include enough detail for someone else to follow my instructions.

Curriculum links

• Writing to inform: using clear, numbered steps and imperative verbs to show exactly what the reader should do.
• Writing Processes: Planning: planning through talk and deciding on precise wording before writing.
• Writing Processes: Planning: organising ideas logically into sections or steps.
• Writing Processes: Planning practices: identifying and working towards a specific writing goal.

Lesson structure (30 minutes)

1. 0–4 min · Hook and purpose. Teacher shows an appealing sundae image on the hook and purpose slides and asks, “What could go wrong if the instructions miss a step?” Students briefly discuss what a reader needs to know and identify the purpose: to inform, not persuade. Explain that the class will write instructions for a safe pretend or teacher-demonstrated sundae.

2. 4–9 min · Notice the features. Teacher displays a short model on the model instructions slides: “1. Choose a sundae cup. 2. Scoop in two flavours. 3. Add chocolate sauce.” Circle the numbers and imperative verbs; underline details. Students help improve a vague step such as “Put toppings on” by suggesting precise wording.

3. 9–14 min · Talk and sequence. Teacher places the numbered visual instruction step cards where all students can see them and orally rehearses the process: choose a cup and spoon, select ice cream, add sauces, spray whipped cream, sprinkle hundreds and thousands, add a wafer cone and small chocolate treat. Students work in groups of three to say the steps in order, with one student acting as the reader, one as the maker and one checking the sequence. Remind students that the order must be logical and ingredients must be named accurately, including chocolate.

4. 14–18 min · Shared planning. Teacher distributes the sundae instructions planning worksheet and models completing the audience, equipment, ingredients and first two steps. Prompt precise oral sentences: “Place the spoon beside the cup” rather than “Get ready.” Students say each planned step to a partner before writing key words or phrases. Set the class goal: “I will use at least five imperative verbs and include every important ingredient.”

5. 18–26 min · Independent writing. Teacher directs students to write their own numbered instructions on the sundae instructions planning worksheet, referring back to the writing checklist and work-time slides. Confer with individuals: ask, “What will your reader do first?” and “How will your reader know how much or where to put it?” Students write 5–8 ordered steps, choosing one, two or three ice-cream flavours and including sauces, whipped cream, sprinkles, wafer cone and chocolate treat.

6. 26–30 min · Read, check and share. Teacher displays the peer-check prompts on the sharing and plenary slides. Students swap writing with a partner, read it aloud and give one glow and one helpful suggestion: “I could follow…” and “You could make this clearer by…” Students complete a quick oral check by naming one imperative verb and one sequencing word they used; collect worksheets for assessment.

Resources

• the complete instruction-writing slide deck
• the sundae instructions planning worksheet
• visual instruction step cards
• Board or modelling paper and marker
• Pencils, erasers and coloured pencils
• Optional clean sundae cups, spoons and empty food containers for demonstration
• Allergy and food-safety information; ingredients only if approved

Assessment

• Listen during oral rehearsal for logical sequencing, precise vocabulary and complete sentences.
• During writing, check for numbered steps, imperative verbs, accurate ingredient names and sufficient detail for an unfamiliar reader.
• Use the peer-check and collected worksheet to identify students needing a follow-up mini-lesson on sequencing, verbs or elaboration.

Differentiation

• Support writers with a pictured word bank, orally rehearsed sentence starters (“First, choose…”, “Next, scoop…”, “Finally, add…”) and a reduced target of five clear steps. Scribe or speech-to-text may be used where appropriate.
• Provide dyslexia-friendly copies: clear sans-serif font, larger text, generous spacing, one step per line, high contrast and no unnecessary decoration. Allow students to dictate ideas, use coloured overlays or read their work aloud.
• For EAL learners, pre-teach scoop, drizzle, squeeze, sprinkle, topping, ingredient and pair each word with an object, gesture or picture. Accept labelled drawings alongside sentences during planning.
• Challenge advanced writers to include quantities, positional detail and a brief “Safety and clean-up” section, while maintaining imperative verbs and a logical sequence.

Extension

• Rewrite the instructions for a younger reader, changing the vocabulary and adding helpful detail without adding unnecessary steps.
• Create a labelled illustration of the finished sundae and add a final clean-up instruction.