Making Jam Sandwich

Overview

This 45-minute lesson is designed for Year 1 students and closely follows the National Curriculum for England’s English programme of study for Key Stage 1 (Years 1-2). It focuses on teaching children how to write simple, clear instructions using imperative verbs and numbered steps. Students will produce their own step-by-step guide on how to make a jam sandwich. The lesson incorporates hands-on, fun activities and vocabulary development to engage learners and embed understanding.

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National Curriculum Links

English – Writing

• Year 1 Programme of Study: Writing
  • Write sentences by saying out loud what they are going to write about.
  • Compose a sentence orally before writing it.
  • Sequence sentences to form short narratives and instructions.
  • Use familiar punctuation: capital letters and full stops.
  • Begin to use the suffixes -s, -es for verbs in the present tense.
  • Use the term “command” (imperative verbs) for giving instructions.
  • Develop vocabulary focused on action words (imperatives).

English – Reading

• Develop phonics skills to support reading and spelling of key words used in instructions.

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Learning Objectives (WALT)

• WALT write simple, clear instructions using imperative verbs and numbered steps.
• WALT use vocabulary related to making a jam sandwich confidently.
• WALT sequence steps in logical order to help others follow instructions.
• WALT use capital letters and full stops correctly in simple sentences.

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Success Criteria

I can:

• Use imperative verbs (e.g., spread, get, cut) to give clear instructions.
• Write instructions in order using numbers (1, 2, 3…).
• Use capital letters and full stops in my sentences.
• Include descriptive vocabulary to make my instructions easy to follow.

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Resources Needed

• Real jam sandwich making materials (bread, jam, plastic knives, plates) for demonstration
• Laminated pictures showing steps of making a jam sandwich
• Whiteboard and markers
• Printable worksheet with numbered boxes for writing instructions
• Sentence starters and word bank with imperative verbs (spread, take, get, cut, put)
• Dyslexia-friendly font printed resources (e.g., OpenDyslexic font worksheets)
• Visual timer to help manage activity durations

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Lesson Breakdown

Starter (10 minutes)

Engage and Recap

• Show the class the real items used to make a jam sandwich. Invite a confident volunteer to assist in making one while narrating each step with you.
• Discuss vocabulary: what do we do first? Use the whiteboard to write imperative verbs, highlighting their function as commands/instructions.
• Recap prior learning: What are instructions? When do we use them?
• Visual focus: show pictures of each step and say the imperative command together (e.g., “Spread the jam”).

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Main Activities (30 minutes)

1. Modelling Instructions (10 minutes)

   • Using the whiteboard, demonstrate writing instructions as a numbered list with imperative verbs.
   • Example:
     1. Get two slices of bread.
     2. Spread jam on one slice.
     3. Put the two slices together.
   • Discuss capital letters and full stops in sentences.

2. Guided Writing (15 minutes)

   • Distribute worksheets with boxes labelled 1 to 4 and space for writing.
   • Word bank provided for support, including dyslexia-friendly options.
   • Children write their own instructions, with support from adults as needed.
   • Circulate, prompting children to check capital letters, full stops, and use of imperative verbs.

3. Peer Sharing & Feedback (5 minutes)

   • In pairs, children read their instructions aloud to each other.
   • Encourage positive comments focusing on clear steps and good use of vocabulary.

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Plenary (5 minutes)

• Invite a few children to share their instructions with the whole class.
• Recap key learning points: "What verbs did you use to give instructions? Why do we use numbers?"
• Reinforce success criteria and praise effort.

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Differentiation Strategies

• For students requiring extra support:

  • Use sentence starters (“First, ___. Next, ___.”)
  • Provide pictures to sequence before writing to aid organisation.
  • One-to-one adult support to scaffold spelling and sentence formation.
  • Use larger font/dyslexia-friendly resources and coloured overlays if needed.

• For advanced learners:

  • Challenge to add descriptive vocabulary (e.g., “soft bread”, “sweet jam”).
  • Encourage writing additional steps such as cleaning up after making the sandwich.
  • Provide opportunity to illustrate their instructions with detailed drawings.

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Extension Activities

• Create a class instruction book by compiling all children’s jam sandwich instructions with illustrations, to be displayed or shared with parents.
• Use role-play or dramatisation: children “act out” their instructions in pairs with props.
• Introduce simple time connectives (“Then”, “After that”, “Finally”) for sequencing.

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Assessment

• Monitor participation in discussions and guided writing.
• Check final instruction sheets for:
  • Logical sequencing
  • Correct use of imperative verbs
  • Proper use of capital letters and full stops
  • Clear vocabulary appropriate to instructions
• Observation notes on reading instructions aloud for fluency and understanding.

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Teacher Notes

• Keep the atmosphere light, positive and supportive. Hands-on sandwich making generates excitement and motivation for writing.
• Emphasise vocabulary acquisition by repeating and visualising imperative verbs in different ways (verb cards, actions).
• Consider background noise level for children who find concentration difficult—use visual timers and clear signals for transitions.
• Reinforce prior phonics learning by encouraging sounding out of tricky words during writing.

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This lesson plan merges the joy of a familiar real-world activity with early writing skills development. It ensures alignment with the Key Stage 1 National Curriculum by focusing on writing simple texts with purpose, using correct grammar and punctuation, and building vocabulary for clear instructions — all delivered in a fun, multisensory way.