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VIEWS: 5 PAGES: 2

  • pg 1
									Unit: Non-Fiction 2: Instructions

Date: Year A: Autumn Term

Year group: Y5/6

Learning Outcome for unit: Recipe and Instructions for a Board Game Session Shared learning and teaching
L.O. To Evaluate features of Instructional Texts. Give children a variety of different recipes to read. Revise term verb. Ask them to highlight the verbs in their texts. What do they notice? Imperative form and position. Discuss use of powerful verbs and adverbs. L.O. To Evaluate features of Instructional Texts. Give children a variety of recipes to read. Recap verbs and highlight quickly. Identify the purpose of each text. Identify audience from language used. Revise features of instructions- compile class check list. L.O. To Evaluate features of Instructional Texts. Give children a variety of games instructions and care leaflets. Compare and contrast features to recipes. Add to class check list.

Independent learning
In pairs choose suitable verbs, adverbs or powerful verbs to add to a variety of instructions.

Plenary
Compare choices. AA share recipes.

Assessment criteria
Do the children know what a verb is? Can they suggest more powerful verbs and adverbs?

Guided learning
AA Writing own instructions for cheese on toast using ambitious vocabulary. Recap M&S adverts. A Writing own instructions for making a sausage sandwich using ambitious vocabulary. Recap M&S adverts. BA Writing group instructions for making jam sandwiches. Test instructions.

1

In pairs, analyse recipes to see if male or female chefs write the clearest instructions.

Collate results. A Share recipes.

Can the children identify good and bad instructions?

2

3

In groups, analyse range of games instructions and rank in order (on the floor) of simplicity of instructions, using checklist. Give each set of instructions a score out of ten.

Make class list of all the purposes / types of instructions that they can think of. See if the planes fly. Discuss difficulties encountered.

Can the children write simple clear instructions? Have they put the verb at the beginning?

4

L.O. To evaluate good and bad instructions. Give children some rubbish instructions. Try to follow them. Give up. Re-write using checklist. Discuss use of diagrams to aid reader.

Build the paper aeroplanes from the instructions. Give score out of ten. Improve as appropriate to make easier to follow.

Have the children selected appropriate ambitious language?

BA Write own instructions for making a simple paper plane. Test instructions.

5

L.O. To orally prepare instructions. Play ‘Simon says...’ Stress when to stop/not stop an action. Set up obstacle course in hall. Blindfold child. Guide them around the course, modelling clear instructions. Identify verbs, positioning etc. Make sure subject knows when to stop walking etc. L.O. To rehearse own simple instructions. Model orally rehearsing instructions for shutting down a computer. Use notes if necessary. Revise using checklist. Role play as customer helpline scenario. Discuss use of technical language.

Mixed Ability Pairs: Guiding ‘Roamer’ or screen ‘Turtle’ around a given course e.g. to create a letter etc.

Swap partners and test instructions. HWK: Write instructions for getting to school. Swap partners for role play. i.e. the customer ‘phones’ a different helpline operative for help with the same problem.

Were the instructions clear enough to follow? Did they trust their partner? What have they learnt (about instructions)?

In mixed ability pairs, guide a partner around an obstacle course. Jot down ideas.

6

In pairs rehearse instructions for saving work to a floppy disc, my documents, pendrive, CD etc. Explore as role play.

Are their verbal instructions clear? Are they using appropriate technical language? Have they followed the checklist?

AA Write instructions for using Publisher or similar.

7

L.O. To write clear instructions. In pairs ask children to rehearse (and note) instructions for making a cereal breakfast. Act out their instructions showing how vague and open to silly interpretation. Discuss idea of idiot proof! Revise instructions. Adverbs for clarity. L.O. To use ambitious vocabulary in instruction writing. Show yesterday’s video again. Focus on intro to dish and conclusion. Look at language used to describe the dish (M&S). Model own version, using ambitious words.. L.O. To use adverbs in instructions. Show the children the game I made. Model writing instructions for the game using checklist and VCOP. Use adverbs as necessary.

Show video of T.V. chef making a Christmas recipe. Children make notes from the video. Write own recipe for the dish in the video-clip.

Compare with downloadable version from the website.

Are the instructions easy to follow? Have they followed the checklist?

A Write instructions of how to cut and paste from the internet into Publisher or similar

8

Write own version of description of the dish, then uplevel instructions using ambitious vocabulary.

Compare responses. HWK: Design and make a new Christmas game. Writing partners help to revise instructions.

Is the language ambitious enough? Check with pyramids.

BA Writing grouped or paired descriptions of a dish of choice.

Write own instructions for their games.

9

Have they nearly finished? Have they followed the checklist?

A Support as appropriate in their instruction writing.

10

L.O. To use powerful verbs in instruction writing. Model replacing verb+adverb with a powerful verb, but not always appropriate. Revise precision and clarity. Edit yesterday’s instructions.

Completing, revising, editing and wordprocessing instructions to go with their games.

Evaluate finished games. Swap games and use at wet-play!

Can they play each other’s games? Are hte instructions easy to follow?

X Support ICT


								
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