Students and I discussed the past projects we have done in our class. I ask them what was involved in creating these projects. I show the Procedural Text Flipchart to initiate discussions and inform students of the components of procedural texts. The flipchart has a section that asks students about their prior knowledge in designing projects by completing a KWL chart. Most students have prior experience creating the projects on the receiving end of the directives, but have not actually written these directions as their teacher did.
I referred to a previous lesson in which students created a Travel Brochure. The brochure project had procedural text that students needed to interpret in order to create their projects. Using this example, students brainstormed the components of this type of procedural text.
Exploring and writing about project design 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. This conceptual knowledge can be scaffolded 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 analyze the features of sample project designs I brought to class to share. We discuss the common components: list of materials, directions listed in sequential order, and a picture or photograph of the final product.
I distribute sample project design manuals 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 design ideas to their own creations, the class gathers together to share ideas.
After analyzing the past projects, students work on writing procedural text for their chosen design. I make sure that samples of project directions, project magazines, project articles and laptops are accessible to students in the classroom library. Students may use these to reference their work during this lesson segment. I also make myself available to assist as needed. I encourage independent thinking using available resources. Students may also discuss ideas with a partner at their table.
Students begin sharing ideas at this segment of my lesson. We gather together and listen as students volunteer to orally present their Procedural Text on designing a project. As evident from his Car Design Presentation, this student incorporated the components of procedural text to his project design. It is important that students learn from each other. This activity promotes that collaborative process, as Common Core suggests is crucial for students to have ownership in their own learning.