Lesson: Procedural Text: Sequence
Connection (3-5 mins): Readers, today we will shift gears in our thinking to discuss procedural texts. We use procedural texts in our lives all the times. Procedural texts are texts that explain how to complete a task or how to do an activity. For example, a recipe is an example of a procedural text because it explains the steps to cook a specific thing. Directions to a game or instructions for creating a craft are also examples of procedural texts. We use these in our daily lives all the time. It is important to spend some time looking at examples of this type of text before the end of year assessment. Today we will focus on placing these texts in order and noticing sequence words.
Teach (10-12 mins): Students should be seated on the carpet with a partner. They will be expected to turn and talk to this partner throughout the lesson. I love cooking but I still need to practice and follow directions while I cook. A recipe is an example of a procedural text because it shows me the directions to cook. Today we will read an article about how bread is made. As we read we will pay close attention to signal or cue words that let me know how the text should be organized. Watch me as I show you what I mean.
Teacher places the article, “How Bread is Made” on the overhead. Teacher reads aloud the first two paragraphs. This procedural text is explaining the steps to make bread. I noticed a lot of words that help me organize the information. The paragraph begins with the word, first, this let’s me know that this is the first step to making bread. This text is organized in chronological order. It is important to notice these words so that we follow the directions in the right order and correctly. I also noticed the author used the word later to signal to the reader that this is the next step after the grain is grown on farms. All procedural steps should include information in sequential order, or in a way that the steps are in chronological order.
Let’s read the next two paragraph to see if there are any other signal words. I noticed in the first paragraph that we read the word then was used to signal an event was happening in time. Did you notice any signal words in the next paragraph? Turn and tell your partner what you noticed. Students turn and talk while teacher listens in to conversations. Teacher calls on students to share out responses. I agree, the word next let’s me know that another step is being introduced and that is comes later in time. Some of you also mentioned the word after which helps us to place the steps next to each other in time. You are all correct.
Teacher reads aloud the last two paragraphs. I noticed that this paragraph ended with the word, finally. Often procedural texts end with the word finally or lastly. This lets me know that the steps are finished and I should have a complete project.
Today you will be given a recipe and asked to organize that recipe in sequential order. Remember to pay close attention to the key or signal words. These words will help you place the recipe in the correct order. Off you go.
Active Engagement (15-20 mins): Students should return to their seats to complete work independently. Teacher should circulate during this time or conference with groups of students. Students will be given a bag filled with the steps to making muffins cut into strips. Each strip should have one direction written. Students are expected to sort through the directions and place them in sequential order using key words. At the end of workshop time, the teacher should circulate to ensure each student has the directions in order.
Exit Slip/Share (3-5 mins): If an assessment is necessary because the teacher is not able to check in with each student, they may write the steps in order on a piece of paper. This paper can be collected and quickly sorted by the teacher to serve as an exit slip for the lesson.
Reflection: This is a great hands on activity for students to check their understanding. I liked having students sort through the directions and I was able to check in during workshop time to make sure each student sorted the directions correctly. It would be a good idea to have partners share how they arranged the directions to check in with each other. I would also suggest having students underline or highlight the sequence words that helped them to sort the directions.
|Directions for Muffins.doc||
|How to Make Bread (page 3).pdf||