Brainstorming Instructions Ideas

Overview

This 45-minute lesson is Lesson 3 of 8 in the unit Knickers to Instructions! aimed at Year 1 students. Pupils will work collaboratively to generate and organise their ideas for writing instructions related to The Queen’s Knickers. Through paired brainstorming and mind mapping, children will practise oral communication, vocabulary development, and early writing skills, laying the groundwork for producing clear, sequenced instructional writing in later lessons.

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National Curriculum Links (English – Writing)

This lesson addresses specific Early Learning Goals and statutory requirements for Year 1 (aged 5–6), focusing on:

Writing (Year 1)

• Transcription (Spelling and Handwriting)
  • Spell words containing each of the 40+ phonemes taught using phonics (Spelling)
• Composition
  • Say out loud what they are going to write about (including through discussion and oral rehearsal)
  • Write simple sentences which can be read by themselves and others
• Vocabulary, Grammar and Punctuation
  • Write sequenced sentences to form short narratives or instructions
  • Use talk to organise and clarify ideas before writing

Spoken Language

• Participate in discussions, listen attentively, and take turns when speaking with peers
• Articulate ideas and thoughts clearly in well-formed sentences

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Learning Objectives

By the end of the lesson, pupils will:

1. Collaborate effectively in pairs to generate ideas linked to The Queen’s Knickers.
2. Use a mind map to organise and visualise their ideas for instruction writing.
3. Select and justify their favourite instruction idea to focus on for writing.
4. Demonstrate developing oral skills in articulating instructions.

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Resources

• Large sheets of paper (A3) – one per pair
• Coloured pencils/markers
• Whiteboard and pens
• Copies of The Queen’s Knickers (for reference)
• Pre-prepared example mind map on the board (non-instructional, e.g., “How to make a sandwich”)

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Lesson Structure

1. Starter (5 minutes)

• Engage through discussion: Briefly recap The Queen’s Knickers story to refresh context.
• Ask pairs: “What instructions could we write about knickers or the Queen’s things?”
• Display a pre-prepared, simple example mind map on how to make a sandwich. Highlight: key words / short phrases around the central topic, linked by lines.
• Explain the day’s task: working in pairs to create their own mind map for instruction ideas.

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2. Main Activity: Paired Brainstorm & Mind Mapping (30 minutes)

• Step 1 (10 minutes):

  • Pairs brainstorm lists of instruction topics connected to The Queen’s Knickers.
  • Prompts to guide thinking:
    • How to put on knickers?
    • How to wash knickers?
    • How to find knickers if lost?
    • How to fold knickers properly?
  • Encourage children to say ideas aloud, using simple sentences first. Teacher circulates, modelling phrases like, “First, you…” or “Then you…” to reinforce instructions language.

• Step 2 (15 minutes):

  • Each pair creates a mind map on their A3 sheet, placing their main instruction idea in the centre and branching out related steps/ideas.
  • Prompt use of key instruction words (first, next, then, finally) as labels on branches where appropriate.
  • Support lower-attaining pupils with labelled word banks stuck nearby: action verbs (put, wash, find, fold), sequencing words, and knickers-related vocabulary.

• Step 3 (5 minutes):

  • Pairs review their mind map and decide on their favourite instruction idea for their own writing.
  • They practise explaining their choice orally to another pair or the teacher.

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3. Plenary (10 minutes)

• Invite 3-4 pairs to share their favourite instruction idea and explain their mind map orally to the class.
• Highlight use of sequencing words and clear ideas.
• Reinforce how a mind map helps organise ideas before writing.
• Review objectives and praise collaboration, creativity, and speaking skills.
• Explain next lesson’s focus: writing out the instructions based on today’s brainstorm.

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Assessment for Learning

• Observation: Teacher listens in on paired discussions, noting participation, use of oral sentence structures for instructions, and vocabulary choice.
• Dialogue: Informally question children on why they chose their favourite idea and what their mind map shows.
• Mind Map Work: Collect A3 sheets to check for understanding of instructions vocabulary and logical sequencing ideas.
• Identify any children needing extra support or extension.

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Differentiation

• Support: Provide additional adult support or sentence starters for EAL/SEN pupils during brainstorming. Use illustrated vocabulary cards.
• Challenge: Encourage higher-attaining pairs to think of more complex instructions or add descriptive words to their mind map branches.
• Provide extra challenge: “What will you need to remind someone so they don’t forget a step?”

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Tips for WOW Factor

• Use bright coloured pens and stickers so children can personalise and decorate their mind maps, making the process visually engaging and memorable.
• Capture photographic evidence of creative maps to share with parents or display in class galleries.
• Incorporate a quick game before activity: “Simon Says” with instructions language to energise students and focus attention on command words.
• Use voice recorders (if available) for pairs to record their oral instruction ideas, combining technology with speaking/listening skills.

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By following this plan, teachers will effectively scaffold Year 1 pupils’ early composition skills in a fun, accessible way, directly practising the National Curriculum requirements for spoken language and writing composition in a context tied to a familiar, lively text.