Planning Instruction Steps

Overview

In this 60-minute lesson, Year 4 students will develop their ability to plan clear instructional texts by brainstorming and organising the sequence of steps required for mummification. This lesson is part 5 of the "Mummification Instruction Adventure" unit and is designed to align closely with the National Curriculum for England, specifically within the English programmes of study for Writing: Composition.

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National Curriculum Links

English - Writing: Composition

• Pupils should be taught to plan their writing by:
  • Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
  • Discussing and recording ideas.

English - Writing: Transcription and Vocabulary, Grammar and Punctuation

• Pupils should be able to write for different purposes, including instructional texts, using appropriate organisational devices.

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Learning Objectives

By the end of the lesson, pupils will be able to:

• Identify and sequence the key steps involved in the mummification process.
• Use a graphic organiser to plan an instructional text that clearly outlines these steps.
• Employ precise vocabulary and organisational features typical of instructional writing.

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Resources

• Whiteboard or flipchart and markers
• Copies of a simple mummification diagram or brief factsheet for reference
• Graphic organisers for instructional planning (with sections for Title, Equipment, Steps, and Tips)
• Sticky notes or cards for brainstorming steps
• Writing pencils and plain/ruled paper
• Visual prompts showing examples of instructional texts

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Lesson Structure

1. Starter (10 minutes)

Recap and Engage

• Begin with a brief interactive quiz or Q&A revisiting what mummification is and the main stages already learned in prior lessons.
• Display a short instructional text example (non-mummification related but clear and age-appropriate) on the board. Discuss:
  • What makes it easy to follow?
  • How are the instructions organised?
• Explain that today, they will be planning their own instructions on mummification using a similar clear structure.

2. Main Activity – Brainstorming Steps (15 minutes)

Collaborative Brainstorming

• Divide the class into mixed-ability pairs or trios (approx. 6 groups).
• Provide each group with sticky notes or cards and a factsheet/diagram about mummification steps.
• Groups list the main steps involved in mummification in rough order, writing one step per sticky note or card. Teacher circulates to prompt with questions about correct sequencing and clarity.
• Each group sticks their steps on the board or wall in a line to build a class sequence collaboratively. Discuss any discrepancies or reordering needed.

3. Main Activity – Using Graphic Organisers (20 minutes)

Structured Planning

• Hand out graphic organisers tailored for instructional texts – divided into:
  • Title (e.g. How to Mummify a Body)
  • Equipment (things needed for mummification)
  • Step-by-step instructions (numbered)
  • Tips or warnings (optional hints to improve the process)
• Individually, students transfer/help write the ordered steps onto their organisers, adding any specific vocabulary they remember from earlier lessons (e.g. embalming, natron).
• Encourage students to think about imperative verbs and time conjunctions (First, Next, Then, Finally).
• Teacher models one step on the board, showing use of commands and precise vocabulary.

4. Plenary (10 minutes)

Sharing and Feedback

• Invite volunteers to share their graphic organisers with the class or in pairs.
• Discuss what makes the instructions clear and how the organisations help reader comprehension.
• Highlight the importance of sequencing and using clear commands in instructional writing.
• Recap the learning objective and preview the next lesson: writing up full instructions based on their plan.

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Assessment

• Formative assessment through observation of group discussion and individual graphic organiser completion.
• Use a simple checklist: correctly sequenced steps, inclusion of equipment, use of instructional language (imperative verbs/time words).
• Provide verbal feedback targeting clarity of actions and organisation during plenary.

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Differentiation

• Support: Provide word banks with key vocabulary and sentence starters on organisers. Pair lower-attaining pupils with stronger peers for brainstorming.
• Challenge: Encourage higher-attaining pupils to add additional tips or warnings in their plan, incorporating more detailed vocabulary and complex sentence structures.

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Cross-Curricular Links

• History: Reinforcement of ancient Egyptian culture and practices during the mummification topic.
• PSHE: Discussing respecting cultural differences and the importance of rituals in different societies.

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Teacher Reflection Tips

• Monitor if students understand sequencing and clarity in instructional writing.
• Note vocabulary gaps for future mini-lessons on subject-specific terminology.
• Observe group dynamics, ensuring all students contribute during brainstorming.

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This detailed lesson plan supports robust writing skills development in line with the National Curriculum and engages Year 4 students with an exciting historical topic, making the learning both meaningful and memorable.