Instruction Text Features

Overview

This 60-minute lesson focuses on exploring the features of instructional texts with Year 4 students (age 8-9). It is Lesson 2 of the 10-lesson unit Mummification Instruction Adventure. The lesson aligns with the National Curriculum for England, focusing on comprehension and composition of instructional writing texts.

National Curriculum Links

English Programme of Study: Key Stage 2 - Writing and Reading

Reading - Comprehension (Year 4)
- Pupils should be taught to:
  - Retrieve and record information from non-fiction texts.
  - Understand and explain the purpose, organisation, and features of texts.
Writing - Composition (Year 4)
- Pupils should be taught to:
  - Organise paragraphs around a theme.
  - Use headings and subheadings to aid presentation.
Spoken Language
- Listen and respond appropriately, ask relevant questions.

Learning Objectives

By the end of this lesson, students will:

Identify the key features of instructional texts, including headings, bullet points, and numbered steps.
Understand how instructional texts are organised to support clarity and ease of use.
Analyse examples of instructional texts to recognise their purpose and language features.
Discuss why these features are important for helping readers follow instructions.

Success Criteria

Can confidently point out headings, bullet points, and numbered steps in sample texts.
Can explain the purpose of these features.
Can work collaboratively to identify the organisation and layout.
Can share examples of where instructions they’ve used have similar features.

Resources

Printed copies of two distinct instructional texts (e.g., recipe, game instructions, or craft instructions) with clear headings, bullet points, and numbered steps.
Whiteboard and markers.
Large poster/card for group work.
Sticky notes or coloured pens.
Projector or interactive whiteboard to display examples.
"Feature Detective" checklist worksheet (includes key features to find).

Lesson Structure

1. Starter (10 minutes)

Engage and Activate Prior Knowledge

Begin with a quick class discussion: "What are instruction texts? Can you think of any you have used recently?"
Record their answers on the whiteboard under “Instruction Texts”. Encourage examples like recipes, school rules, game instructions.
Show a very short video or animation of someone following an instruction (e.g., making a paper plane). Ask students to spot what helped the person follow the instructions easily.

Purpose: Connect prior experience and generate curiosity.

2. Introduction to Instruction Text Features (10 minutes)

Display a simple instructional text on the board (e.g., How to make a sandwich).
Discuss and highlight the heading, numbered steps, and bullet points.
Explain the function of each feature:
- Heading: tells you what the instructions are for.
- Numbered Steps: show the order to do things.
- Bullet Points: list important information or tips.
Use questioning to check understanding, e.g. "Why do you think steps are numbered?" or "What might happen if the instructions didn’t have a heading?"

3. Guided Group Activity - Feature Detective (20 minutes)

Divide the class into 3 groups of 6 students. Distribute different instructional texts to each group (ensuring variation).
Provide each group with a large sheet/poster and coloured pens.
Using the "Feature Detective" checklist, groups highlight and label key features in their text: headings, bullet points, numbered steps, verbs (imperative verbs), and any diagrams.
Groups discuss why each feature is used and jot down notes or examples on their poster.
Teacher circulates, scaffolds discussions, and prompts deeper thinking (“How do the numbered steps help you? What does the heading tell you before you read?”).

4. Whole Class Feedback and Reflection (15 minutes)

Groups present their findings, holding up posters and explaining key features they found and why they are important.
Teacher draws connections across groups, reinforcing understanding of features and their purposes.
Engage the whole class with these prompt questions:
- "How do instructional texts make things easier to understand?"
- "What would happen if instructions were written without numbers or headings?"
Record key points on the whiteboard as a visual reminder.

5. Plenary and Assessment (5 minutes)

Individual quick quiz on mini whiteboards or paper: list or match features with their names (heading, bullet points, numbered steps).
Ask students to write one sentence explaining why instructional texts use numbered steps (to assess understanding).
Collect these as exit tickets for formative assessment.

Differentiation

Support: Provide simplified instructional texts or paired reading for students needing additional help. Use visual clues and concrete examples.
Challenge: Encourage higher-attaining students to identify more subtle features such as imperative verbs, or to suggest how to improve clarity in a given text.

Cross-Curricular Links

History: Link to the wider unit on Mummification by exploring ancient Egyptian instructional texts or how-to guides on mummification processes (simplified for age).
PSHE: Emphasise the importance of clear communication and following instructions for personal safety (e.g., fire drill instructions).

Notes for Teachers

Revisit the poster produced today throughout the unit as a reference for writing their own instructional texts.
Reinforce vocabulary such as imperative verbs (“do”, “mix”, “cut”) and sequencing words.
Plan and preview instructional texts for varied complexity and interest.

End of Lesson Summary

Students will have built solid foundations recognising and understanding structural and organisational features of instructional texts, empowering them for their future writing tasks in the unit. This lesson supports both literacy skills and independent learning by demystifying how instructions are constructed and why those features matter.

Teaching Instructions