Using the Procedural Text Flip chart, students are given background information on components and features of this type of text. As we review the slides on the flip chart, students are asked to explain and elaborate on the concepts introduced. Students are encouraged to ask questions, but sometimes students may not have any questions. Their questions or lack thereof allow me to formatively assess their understanding as they explain and elaborate the concepts.
Today's lesson will focus on the Procedural Text for Arts and Crafts, so I make sure the discussion brings up that it is important to have numbered steps and accompanying diagrams or pictures, depending on the complexity of the craft project. The actual picture of the final product is also needed to see the goal of the projects.
I distribute sample manuals and books for students to review the organization and structure of the arts and crafts procedural text. I ask them to identify and analyze the text components and discuss their findings with a shoulder partner. After students discuss their ideas with a partner about transferring the sample text to their own creations, the class gathers together to share ideas. I select an arts and crafts sample to model to students how I transfer knowledge gained from a sample and personalize it to make my own. For example, I wrote steps on chart paper on how to create a frame made of popsickle sticks. I follow the first few steps, but added my own creative touches on the final steps. We continue our group discussion by analyzing the text from my sample and elaborating on how its organization and structure effectively convey the steps to the final goal.
Exploring and writing arts and craft manuals/ directions help students to make connections how steps relate to each other to reach an ultimate product or goal. By becoming authors of procedural texts, students experience writing for a purpose. Teachers can scaffold from this basic conceptual knowledge to build understanding of other types of informational texts. Students learn to analyze informational text for its organization and content. As writers, they learn to convey complex ideas and information clearly and precisely.
Students work together with a partner to collaborate on ideas for writing an arts and crafts manual. I distribute a Step by Step Process Organizer and Procedure Analysis Template that students use to map their thoughts and ideas. Students also have samples arts and crafts in front of them for reference. I printed some examples from the websites listed below so students can also look at hard copies that are more tangible and concrete for them to analyze. I circulate to assist students as needed.
Students are encouraged to explore websites and texts that I have available in the classroom to initiate their own example of Procedural Text for Arts and Crafts. I refer students to various kids crafts websites that I found useful for this activity: KidSites.com, Busybeekidscraft.com, spoonfull.com, Kinder Arts Crafts, Martha's Crafts for Kids, and Nick Jr. Crafts. They may use the online examples for ideas, but they may not duplicate them in their work. In other words, students must create their own take on the arts and crafts directives and format. This work requires personalization that will show in the final product.
After students complete their work, we gather together to share. Students orally present their samples to the class. One student even designed and created her own birdhouse as she conducted her Bird House Manual Presentation. The class is required to be an attentive audience and required to give the presenters feedback.
The feedback has to be constructive and given with positive attitude. However, it has to be truthful. This is not easy for some, so I am there to provide guidance as needed. Students are also aware that when it is their turn, they will get feedback. The class that I am working with does not have issues with oral feedback. However, in the past, I have had classes that may require using a more private approach to feedback such as a written reflection to hand in to me at the end of the presentations. It depends on your class population and their personalities.