Washing a Woolly Mammoth

WALT

We are learning to write clear, simple instructions on how to wash a woolly mammoth.

Success Criteria

• I can use words that tell someone what to do (imperative verbs).
• I can order instructions in the right sequence.
• I can use capital letters and full stops correctly.
• I can include pictures or labels to help explain my instructions.

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Curriculum for Excellence Links

Experiences and Outcomes (Es and Os)

• Literacy and English -> Writing:

  • LIT 1-28a: I can explore the differences between the language of instructions and other types of writing, and begin to use features which are suited to my purpose and audience.
  • LIT 1-31a: Within real and imaginary situations, I can select ideas and relevant information, organise these in a logical sequence, and use this to plan and create writing which includes sequencing words (first, next).
  • LIT 1-26a: I can spell most words correctly that I use regularly and use sound, rhyme and spelling knowledge to work out unfamiliar words.

• Literacy and English -> Listening and Talking:

  • LIT 1-06a: To help me understand stories and other texts, I listen carefully and use helpful clues to interpret what I hear, see and read.

• Literacy and English -> Reading:

  • LIT 1-12a: I enjoy exploring events and characters in stories and other texts, sharing my thoughts while I do so.

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Materials Needed

• Copies of the "Washing a Woolly Mammoth" story (already read)
• Worksheet with pictures for sequencing instructions (dyslexia-friendly fonts, spaced well)
• Whiteboard and markers
• Word bank posters with imperative verbs (e.g., wash, scrub, rinse, dry)
• Plain paper and pencils
• Visual timers or countdown clocks (to manage activity times)

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Lesson Outline

Introduction (10 minutes)

• Recap the story "Washing a Woolly Mammoth": discuss what they already know about washing the mammoth and what materials they will need.
• Discuss the purpose and features of instructions: explain that instructions tell people how to do something. Use examples like making a simple sandwich or brushing teeth to identify key features (bossy verbs, order words like “first”, “next”).
• Show verb word bank and highlight imperative verbs from the story (e.g., "Scrub", "Rinse"). Pupils repeat them aloud for practice.

Main Activity (25 minutes)

• Group Work (Differentiated):

  • Lower ability: Provide a partially completed instruction sheet with images in sequence and fill-in-the-blanks for verbs or sequencing words.
  • Middle ability: Pupils use a sequencing picture worksheet to order the washing steps, then write a short instruction sentence for each step using the word bank.
  • Higher ability: Pupils write their own full set of detailed instructions (3-5 steps) with imperative verbs and sequencing words without prompts.

• Encourage pupils to add simple drawings or labels to their instructions.

• Teacher circulates to support spelling, punctuation, and structure. Use gentle prompts to ask “What happens first? What happens next?” and “How do you tell someone to do it?”

Plenary (10 minutes)

• Share some of the pupil instructions aloud in small groups or as a class.
• Highlight good use of bossy verbs and capital letters/full stops.
• Ask pupils to say one thing they learned about writing instructions today.

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Differentiation Strategies

• Provide sentence starters or frames for learners needing extra support (e.g. “First, you ___ the mammoth.”).
• Use pictures to support sequencing for visual learners and pupils with literacy difficulties.
• Allow oral dictation of instructions for pupils who find writing challenging.
• Use multi-sensory approaches: writing in sand, air writing, or finger tracing to reinforce letter shapes and sequencing.

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Extension Activities

• Pupils can illustrate their instructions to create a class “How to Wash a Woolly Mammoth” booklet.
• Challenge advanced pupils to include descriptive adjectives (e.g., “Carefully scrub the woolly mammoth’s thick, brown fur”).
• Introduce simple conjunctions like “and” or “then” to expand instruction sentences.

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Dyslexia-Friendly Reading Options

• Use clear, sans-serif fonts (e.g., Arial, Comic Sans) with 14-16pt size.
• Avoid crowded text by spacing lines and letters evenly.
• Provide visual cues such as coloured boxes or highlights around key words (e.g., bossy verbs).
• Use coloured overlays or tinted paper if preferred by pupils.
• Offer oral reading of instructions and allow pupils to follow along with finger or pointer.

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Assessment for Learning

• Observe pupils’ ability to sequence steps correctly during activities.
• Use a simple checklist assessing: use of imperative verbs, correct sequencing, punctuation, and clarity of instructions.
• Use peer feedback during sharing sessions focusing on clarity.
• Record pupils’ verbal explanations of their instructions to assess understanding of process.

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This lesson will help Year 1 pupils not only practise their writing skills but also develop their understanding of sequencing and clarity — essential skills in early literacy. The topic of washing a woolly mammoth captures imagination, making the learning memorable and fun.