Write Peace Pebble Procedures

Overview

In this final lesson of the three-part unit, students independently write a clear procedure explaining how to make a peace pebble. They apply learning about ordered steps, present-tense verbs, time connectives, specific details, sentence sense, spelling patterns, and punctuation, then use peer feedback to revise their writing.

Learning intentions

• We are learning to organise a procedure so another person can follow it.
• We are learning to use present-tense verbs, time connectives, and precise details.
• We are learning to reread and edit for meaning, grammar, spelling, and punctuation.
• We are learning to give and respond to helpful feedback.

Success criteria

• I can name the materials and give the steps in the correct order.
• I can use present-tense action verbs and time connectives such as first, next, then, and finally.
• I can include details that explain what to do and how to do it.
• I can reread my writing, correct errors, and use kind, useful feedback from a partner.

Curriculum links

• Writing: writing a paragraph that states an opinion, gives supporting reasons, and provides a concluding statement, applied here through a clearly organised procedural text.
• Writing: rereading each sentence and correcting writing when it does not make sense or is ungrammatical.
• Writing: making simple edits using known spelling patterns and punctuation.
• Writing: using capital letters, full stops, question marks, and exclamation marks correctly.
• Reading: discussing how text structure, language, and text features help influence readers’ actions.

Lesson structure (45 minutes)

1. 0–5 min · Reconnect and hook. Display a photograph of a finished peace pebble and ask, “If someone had never made one before, what would they need to know?” Open with the peace pebble hook and learning intention slides. Students recall the purpose of a procedure and identify why clear instructions matter.

2. 5–11 min · Review procedure features. Revisit the class anchor example in the procedure features and model text slides and briefly discuss its title, materials list, ordered steps, present-tense verbs, time connectives, and precise details. Students help orally improve an unclear instruction such as “Paint it nicely” into a more useful sentence, for example, “Next, paint a small blue heart on the smooth side of the pebble.”

3. 11–15 min · Set up independent writing. Model planning before writing: list materials, number the actions, and check that each step answers what to do and how to do it. Distribute the peace pebble procedure planner and writing sheet. Students quietly plan their own procedure, using the actual class experience or agreed sequence from the previous lessons.

4. 15–29 min · Independent writing. Display the independent writing instructions and visual checklist while students write their procedure independently. They include a title, materials, ordered steps, present-tense action verbs, time connectives, and specific details such as colour, size, position, tools, or drying time; the teacher conferences briefly with selected students, prompting rather than rewriting.

5. 29–36 min · Reread and revise. Lead students through the editing prompts on the editing checklist section: “Does this make sense?”, “Is each sentence complete?”, “Have I used capitals and end punctuation?”, “Are my spelling patterns correct?”, and “Could another person follow this?” Students read aloud quietly, make corrections in pencil, and add missing details. Invite students to use the Procedure genre poster as a visual reminder of the purpose and typical features of a procedure.

6. 36–42 min · Partner feedback. Pair students with a nearby partner and display the partner feedback routine and sentence prompts. Partner A reads or explains the procedure while Partner B checks whether the materials and steps are clear and in order, then gives one specific commendation and one question or suggestion. Students swap roles and each writer records one revision they will make.

7. 42–45 min · Share and exit check. Invite two or three students to share a strong instruction or useful revision. Students complete the final reflection on the self-assessment and exit reflection section, identifying one criterion they met and one improvement for future procedures.

Resources

• Teacher-prepared peace pebble or photograph of a finished peace pebble
• the Peace Pebble Procedures teaching deck
• the peace pebble procedure planner and writing sheet
• the Procedure genre poster
• Pencils, erasers, coloured pencils or markers
• Students’ notes or class sequence from lessons 1–2
• Finished peace pebbles or agreed example materials for reference

Assessment

• During planning and writing, check whether students can sequence actions, use present-tense verbs, and add details that support the reader.
• Confer with students and ask them to explain how they know their procedure makes sense; note students needing further support with sentence construction, spelling patterns, or punctuation.
• Review the final self-assessment and procedure for clear structure, ordered steps, sentence sense, grammar, spelling, and punctuation. Use partner feedback to identify evidence of purposeful revision.

Differentiation

• Provide a small-group oral rehearsal before writing. Students can say each step to a partner, use numbered boxes on the planner, or refer to a teacher-scribed class sequence.
• Offer sentence starters and time connectives such as “First, …”, “Next, …”, “Then, …”, and “Finally, …”. Accept drawing plus labelled words as a planning bridge for students who need it.
• Support English language learners with gestures, photographs or real objects, repeated modelling, and paired talk before writing. Clarify action words such as place, choose, paint, write, and leave.
• Challenge confident writers to include a safety or care note, explain why one step matters, or revise a vague instruction into a more precise one without adding unnecessary steps.
• For students with dyslexia, fine-motor, or attention needs, provide extra writing space, allow speech-to-text or scribing where appropriate, reduce copying demands, and offer short teacher check-ins.