Year

Level: Grade 3


Duration: Term 2

Learning Area: English

Topic:
Procedural Texts

Year 3 Level Achievement
By the end of Year 3, students understand how content can be organised using
different text structures depending on the purpose of the text. They understand
how language features, images and vocabulary choices are used for different effects.
They read texts that contain varied sentence structures, a range of punctuation
conventions, and images that provide additional information. They identify literal and
implied meaning connecting ideas in different parts of a text. They select information,
ideas and events in texts that relate to their own lives and to other texts. They listen to
others views and respond appropriately.
Productive modes (speaking, writing and creating)
Students understand how language features are used to link and sequence ideas. They
understand how language can be used to express feelings and opinions on topics. Their
texts include writing and images to express and develop in some detail experiences,
events, information, ideas and characters.
Students create a range of texts for familiar and unfamiliar audiences. They contribute
actively to class and group discussions, asking questions, providing useful feedback and
making presentations. They demonstrate understanding of grammar and choose
vocabulary and punctuation appropriate to the purpose
and context of their writing. They use knowledge of sounds and
high frequency words to spell words accurately, checking their
work for meaning. They write using joined letters that are
accurately formed and consistent in size.

Week
Five

Week
Six

Lesson 1:

Lesson 2:

Lesson 3:

How to

Scrumptious Sandwiches

Completion of Sandwich texts

Pages

I am the Lorax Lets Write

I speak for the trees Dialogue
(modelling dialogue & writing)

Finish and Edit

Students will then practice their dialogue in drama

(Wednesday) and spare time on Friday.
Students will present their dialogue in English
lessons this week. (Starting Wednesday)

Lesson 4:

Lesson 5:

Lesson 6:

Week
Seven







Unit Title: Procedural texts


Learning Area: English



Time Allocated: 60 mins
Lesson Title: How to



Curriculum
Links

Language
Text structure and organisation

types of texts vary in use of language choices, depending on their
o Understand how different
purpose and context(for example, tense and types of sentences) (ACELA1478)
o Understand that paragraphs are a k ey organisational feature of written texts(ACELA1479)
Expressing and developing ideas
o Understand that verbs represent different processes, for example doing, thinking, saying,
and relating and that these processes are anchored in time through tense (ACELA1482)
Literacy
Interacting with others
o Listen to and contribute to conversations and discussions to share information and ideas
and negotiate in collaborative situations (ACELY1676)

General Capabilities

Learning Objectives

Literacy

By the end of this lesson students will have the

opportunity to demonstrate their ability to:
Follow a procedure to make something
Recognise procedural texts
Organise a text using its structure, specifically a
procedural text
Recognise verbs within procedural texts

Comprehending texts through listening,

reading and viewing

Comprehend texts

Navigate, read and view learning area

texts

Interpret and analyse learning area

texts

Text knowledge

Use knowledge of text structures

Use knowledge of text cohesion

Grammar knowledge

Use knowledge of sentence structures

Use knowledge of words and word

groups

Resources
The following resources will be required:
How to catch a fly document
Monster bookmark templates- cut out bookmarks
and strips with teeth printed ready for students to
use (See resource)
Procedural Text mix-up resource
Scissors, Glue, Pens and pencils
English books
Video resource:
https://www.youtube.com/watch?v=Hk3V14vzwcY

Student Prior Knowledge

Prior to this lesson, students should already be able to:

Recognise a procedural texts

Identify the features of a procedural text
Understand the use of instructions

Lesson Procedure
Motivation and Lesson Introduction
Gain students attention
Ask students to sit in their carpet spots
Show students the How to catch a fly document
Ask students:
o What text it is
o How do they know?
o What are the features of this procedural text?
Explain that they are going to make a monster book mark
(Show students a premade example)
Procedure and Lesson Content
Ask students to return to their desks and countdown for
them to be ready.
Hand out the coloured templates for each student
Gain their attention and explain that they have to fold one
of the triangles over the line show the following video
from 1.12-1.26 for this step
(https://www.youtube.com/watch?v=Hk3V14vzwcY)
Allow time for students to complete that step
Gain their attention then hand out a strip of white paper
with their teeth printed on it and ask students to cut out
their teeth
Then explain that they need to stick their teeth on the
triangle side of their monsters face.
Explain that they can draw eyes on their monster.
Gain their attention and ask them to put their monsters in
their finishing folder for them to decorate later.
Gain attention again and then explain that they will be
looking at a procedural text that is all mixed up. Explain
that they will have to put it back into order.
Provide students with the Procedural Text mix-up resource
and allow time for them to finish the activity.
When finished read through what the text should be and
ask them to mark their work.
Lesson Conclusion
Gain attention and ask them to put away their
books/belongings and pick up any rubbish.
When the bell rings ask them to get their lunch.

Differentiation

Put Hearing Aid device on
for student with Low
hearing.

As a focus strategy ask for
whole body listening.

Make sure students know
what they are doing.


Ensure all students are
listening and focussed and
help those who may be
confused.





Again, make sure they
understand the activity and
help those who are
unfocussed or confused.

Use the magic piece of
paper as a strategy.

Assessment
Assessment For Learning
Take notes on student engagement and lesson process
Take note of confusions and the overall results of the activity
Students will be writing a procedural text on how to make a sandwich in the next
lesson- this will be a checkpoint.
Evaluation
Can students:
!
!
!
!

Follow a procedure to make something

Recognise procedural texts
Organise a text using its structure, specifically a procedural text
Recognise verbs within procedural texts

Comments


How to catch a fly document:


Monster Book Mark template







































(Cut out one for each student in different colours)

How to make a Monster Corner

Bookmark

What
youll need:

scissors

glue stick

other decorating tools, such as crayons, markers, stamps, stickers,

etc.
page corner monster bookmark template printed on coloured

paper

Monster teeth on white paper








Then
you will need to fold one of the triangles inwards, so it

covers
the upper half of the square.


Thirdly,
apply glue on the other triangle (the side still facing


up), and fold it over onto the first triangle.


Cut
out the Monster teeth from the white paper, and put glue along

the flat side. You can stick the teeth underneath the triangles on

your
monster bookmark.


Finally,
decorate your monster bookmark using coloured pens


and
other coloured paper. Draw on some eyes, or even make some

by cutting out some circles.

Firstly, you will need to cut out the monster bookmark

template, which is printed on coloured paper.

Now you can use your Monster bookmark to help you

remember what page you were reading!





Unit Title: Procedural texts


Learning Area: English



Time Allocated: 45 mins Lesson Title: Scrumptious Sandwiches


Curriculum Links
Language
Text structure and organisation
o Understand how different types of texts vary in use of language choices, depending on their
purpose and context(for example, tense and types of sentences) (ACELA1478)
o Understand that paragraphs are a k ey organisational feature of written texts(ACELA1479)
Expressing and developing ideas
o Understand that verbs represent different processes, for example doing, thinking, saying,
and relating and that these processes are anchored in time through tense (ACELA1482)
Literacy
Interacting with others
o Listen to and contribute to conversations and discussions to share information and ideas
and negotiate in collaborative situations (ACELY1676)
Creating texts
o Plan, draft and publish imaginative, informative and persuasive texts demonstrating
increasing control over text structures and language features and selecting print, and
multimodal elements appropriate to the audience and purpose(ACELY1682)

General Capabilities

Learning Objectives

Literacy

By the end of this lesson students will have the

opportunity to demonstrate their ability to:
Identify verbs within procedural texts
Communicate their ideas in the brainstorming
process and through planning effectively
Organise their ideas into a procedural text
structure

Comprehending texts through listening,

reading and viewing

Comprehend texts

Navigate, read and view learning area

texts

Interpret and analyse learning area

texts

Text knowledge

Use knowledge of text structures

Use knowledge of text cohesion

Grammar knowledge

Use knowledge of sentence structures

Use knowledge of words and word

groups

Resources
The following resources will be required:
How to make a sandwich Resource
Planning Resource
English books
Writing m aterials
Whiteboard and markers

Student Prior Knowledge

Prior to this lesson, students should already be able to:
Recognise procedural texts
Follow a procedure
Organise procedural texts based on their structure

Lesson Procedure
Motivation and Lesson Introduction
Gain students attention
Ask students to sit in their carpet spots
Go through the How to make a sandwich document
explaining the different features, including the highlighted
verbs
Explain that they will be writing a procedural text on how
to make a scrumptious sandwich of their own.
Brainstorm with the class what we need to include, what
sentence starters we could use.
Ask students to think about what they would put on their
delicious sandwich. Explain that it can be anything.
Show students the planning worksheet resource and
explain that they have to think about all the ingredients and
utencils they need to make their sandwich.
Ask students to go back to their desks and when they
receive their planning sheet, that they can start writing in
the what you will need section
Procedure and Lesson Content
Ask the hand-out helpers to hand out the planning sheets
and allow time for students to complete the ingredients
section.
Once students have completed their ingredients, ask them
to silent read.
After all students have completed that section, explain that
they can plan their instructions for their sandwich.
Explain that they need to think about all the steps you need
to take to make their sandwich.
Explain that they will need to use verbs and words that tell
the reader what to do, use the ideas from the board.
Allow students to complete their planning and then they
can go onto silent reading.

Lesson Conclusion
Ask students to put their books away and get ready for
lunch.

Differentiation

Put Hearing Aid device on
for student with Low
hearing.

As a focus strategy ask for
whole body listening.







Make sure students know
what they are doing.

Ensure all students are
focussed and help those
who may be confused.


Ensure students are moving
through the planning sheet
and assist in the use of
verbs.

Assessment
Assessment For Learning
This lesson is the planning stage of their Sandwich Procedural text, which they will
write next lesson. This will be used as a checkpoint.
Take notes on student engagement and lesson process
Take note of confusions and the overall results of the activity

Evaluation
Can students:
! Identify verbs within procedural texts
! Communicate their ideas in the brainstorming process and through planning effectively
! Organise their ideas into a procedural text structure

Comments

How to Make a Sandwich

What you need:

2 Slices of Bread

Ice-cream
Cheese

Chips

Tomato Sauce

Knife

Pickles

Plate

Avocado

Butter

Salami

Ham

Chopping board
Spoon

Method:

1. Place a piece of bread on a chopping board.
2. Get a knife and spread the butter on to a piece of
bread.
3. Put the cheese on the piece of bread.
4. Dice the pickles and place them on the piece of bread.
5. Chop the salami into fine pieces. Put the salami on the
piece of bread.
6. Spread the avocado on to the piece of bread with the
salami on it.
7. Pick up the ice-cream container and get a spoon to
scoop a ball of it out of the ice-cream container. Put it
on to the avocado.
8. Find some chips and put it on the bread.
9. Squirt some tomato sauce on top of the chips.
10. Slice some ham up and put it on top of the tomato
sauce.

11. Grab the other piece of bread and put it on top of the
ham.
12. Use a plate to put the sandwich on and cut it with a
knife into quarters.
13. Eat the sandwich when youre hungry and enjoy!

Planning:
How to Make a Scrumptious Sandwich
What you will need:

Method
Name of
sandwich:

Step One

Step Two:

Step Four:

14

Step Three:

Unit Title: Procedural texts

Learning Area: English

Time Allocated: 45 mins Lesson Title: Completion of sandwich texts

Curriculum Links
Language
Text structure and organisation
o Understand how different types of texts vary in use of language choices, depending on their
purpose and context(for example, tense and types of sentences) (ACELA1478)
o Understand that paragraphs are a k ey organisational feature of written texts(ACELA1479)
Expressing and developing ideas
o Understand that verbs represent different processes, for example doing, thinking, saying,
and relating and that these processes are anchored in time through tense (ACELA1482)
Literacy
Interacting with others
o Listen to and contribute to conversations and discussions to share information and ideas
and negotiate in collaborative situations (ACELY1676)
Creating texts
o Plan, draft and publish imaginative, informative and persuasive texts demonstrating
increasing control over text structures and language features and selecting print, and
multimodal elements appropriate to the audience and purpose(ACELY1682)

General Capabilities

Learning Objectives

Literacy

By the end of this lesson students will have the

opportunity to demonstrate their ability to:
Identify verbs within procedural texts
Communicate their ideas in the brainstorming
process and through planning effectively
Organise their ideas into a procedural text
structure
Effectively edit spelling, punctuation and
grammar in their procedural texts

Comprehending texts through listening,

reading and viewing

Comprehend texts

Navigate, read and view learning area

texts

Interpret and analyse learning area

texts

Text knowledge

Use knowledge of text structures

Use knowledge of text cohesion

Grammar knowledge

Use knowledge of sentence structures

Use knowledge of words and word

groups

Resources
The following resources will be required:
Planning Resource
English books
Writing m aterials
hiteboard and markers

Student Prior Knowledge

Prior to this lesson, students should already be able to:
Recognise procedural texts
Follow a procedure
Organise procedural texts based on their structure
Identify verbs within procedural texts
Communicate their ideas in the brainstorming process and through planning effectively
Organise their ideas into a procedural text structure

15

Lesson Procedure
Motivation and Lesson Introduction
Gain students attention
Ask students to get out their English books
Ask students to get out their planning of their sandwich
procedure texts.
Explain that they will be using these to write a procedural
text into their English books.
Remind students of the importance of directions and verbs
in procedural texts.
Procedure and Lesson Content
Ask students to begin to write out their Procedural texts
Write on the board the structure, asking them to suggest
ideas.
Explain that they must have a title at the top, a list of things
they will need and a method, numbered and using doing
words (verbs)
Allow students to begin writing the What youll need
section for their text. Ask students to silent read when they
have finished writing their ingredients
When completed allow them to write their method using
their planning sheet.
Assist students in the writing of these steps. Remind them
that they must be specific; otherwise the reader might not
do the step correctly.
When students finish writing, ask them to edit the spelling
and punctuation.
When they have finished this, ask the class to place their
work at the back of the room in a pile, open to the page.
Ask students to sit in their carpet spots
Gain attention and explain that they will be writing a
procedural text for their assessment. It will be from a
character from the lorax, explaining to another character
how to make something.
Start a brainstorming map on the board, write as an idea:
how to plant a truffula seed the lorax to the onceler etc.
Ask students for suggestions
Lesson Conclusion
Ask them to go back to their desks and get out their diary
Ask them to write in their diary that they have to decide on
a topic tonight/over the weekend and write it in their
homework books for next Monday morning
Transition into first break

16

Differentiation

Put Hearing Aid device on
for student with Low
hearing.

Ensure all students
understand what they have
to do.

Keep students focussed and
working through their text.







To extend students who
finish quickly that they can
add pictures to show
certain steps.






Ask a variety of students for
ideas.

Assessment
Assessment For Learning
This lesson is the final stage of their sandwich text. They will write and edit their
procedural texts, which will be used as a checkpoint.
Take notes on student engagement and lesson process
Take note of confusions and the overall results of the activity

Evaluation
Can students:
! Organise their ideas into a procedural text structure
! Effectively edit spelling, punctuation and grammar in their procedural texts

Comments

17

Unit Title: Procedural texts

Learning Area: English

Time Allocated: 45 mins Lesson Title: I am the LoraxLets write

Curriculum Links

Language
Text structure and organisation
o Understand how different types of texts vary in use of language choices, depending on their
purpose and context(for example, tense and types of sentences) (ACELA1478)
o Understand that paragraphs are a k ey organisational feature of written texts(ACELA1479)
Expressing and developing ideas
o Understand that verbs represent different processes, for example doing, thinking, saying,
and relating and that these processes are anchored in time through tense (ACELA1482)
Literacy
Interacting with others
o Listen to and contribute to conversations and discussions to share information and ideas
and negotiate in collaborative situations (ACELY1676)
Creating texts
o Plan, draft and publish imaginative, informative and persuasive texts demonstrating
increasing control over text structures and language features and selecting print, and
multimodal elements appropriate to the audience and purpose(ACELY1682)

General Capabilities

Learning Objectives

Literacy

By the end of this lesson students will have the

opportunity to demonstrate their ability to:
Apply their knowledge from previous lessons in
the creation of a procedural text
Use the appropriate format and features of a
procedural text
Apply their knowledge of a variety of different
verbs to enhance their writing of procedural
texts

Comprehending texts through listening,

reading and viewing

Comprehend texts

Navigate, read and view learning area

texts

Interpret and analyse learning area

texts

Text knowledge

Use knowledge of text structures

Use knowledge of text cohesion

Grammar knowledge

Use knowledge of sentence structures

Use knowledge of words and word

groups

Resources
The following resources will be required:
Procedural text planning resource Lorax
Writing m aterials
Whiteboard and markers

Student Prior Knowledge

Prior to this lesson, students should already be able to:
Identify verbs within procedural texts
Communicate their ideas in the brainstorming process and through planning effectively
Organise their ideas into a procedural text structure

18

Lesson Procedure
Motivation and Lesson Introduction
Gain students attention
Ask students to sit in their carpet spots
Remind students of their brainstorming session about
topics for their Lorax procedural text
Remind them of their weekend task of choosing an idea.
Show students the planning sheet and explain that students
will be using the sheet to write their procedural text.
Explain that they will not be writing out their procedures
because they will be changing it into dialogue in the next
lesson.
Go through the sheet reminding them of what they have to
do.
Explain that they will need to really think about what verbs
they will be using to explain the procedure. Brainstorm
some verbs and write them on the board.
Explain that they need to write it as if someone will need to
make it- very detailed and descriptive
Explain that they need to really think about what things
they will need.
Ask students to return to their desks
Procedure and Lesson Content
Ask the hand-out helpers to hand out the planning sheets
and allow time for students to complete the What you will
need section.
Once students have completed their lists, ask them to move
on to writing the steps-explain that they can use other
paper to write their ideas down and then transfer it into the
planning sheet
Remind students to use the verbs they brainstormed and to
use the thesaurus or dictionary for other words.
Allow time for students to work- remind them that it is
assessment so they should be working individually.
Explain that if they finish they can silent read.

Lesson Conclusion
If students have not finished explain they will need to do it
during break times.
Ask students to put them in their finishing folders or hand
them in.
Transition into the next lesson/break.

19

Differentiation

Put Hearing Aid device on
for student with Low
hearing.

As a focus strategy ask for
whole body listening.







Make sure students know
what they are doing.


Countdown from 10 to
make them move

Ensure all students are
focussed and help those
who may be confused.


Ensure students are moving
through the planning sheet
and assist in the use of
verbs.

Check student work and
ensure they are on track.
Assist in editing their
spelling, verbs and
sentences.

Provide marbles to those
that do.

Assessment
Assessment For Learning
Take notes on student engagement and lesson process
Take note of confusions and the overall results of the activity
Assessment Of learning
The writing of their lorax procedure will be marked for the assessment of learning in
regards to procedural texts. This will assist them in the creation of a dialogue which
will be both English and drama assessment.

Evaluation
Can students:
! Apply their knowledge from previous lessons in the creation of a procedural text
! Use the appropriate format and features of a procedural text
! Apply their knowledge of a variety of different verbs to enhance their writing of procedural
texts

Comments

20

Name:______________

How to _____________________

What you will need:

Method
Step One

Step Two:

Step Three:

Step Four:

Step Five:

Step Six:

Step Seven:

Step Eight:

Step Nine:

Step Ten:

Step Eleven:

Step Twelve:

Step Thirteen:

Step Fourteen:

21

If you need more

steps, continue on
another piece of
paper!


Learning Area: English

Time Allocated: 45 mins Lesson Title: I speak for the trees Writing Dialogue

Unit Title: Procedural texts

Curriculum Links

Language
Text structure and organisation
o Understand how different types of texts vary in use of language choices, depending on their
purpose and context(for example, tense and types of sentences) (ACELA1478)
o Understand that paragraphs are a k ey organisational feature of written texts(ACELA1479)
Expressing and developing ideas
o Understand that verbs represent different processes, for example doing, thinking, saying,
and relating and that these processes are anchored in time through tense (ACELA1482)
Literacy
Interacting with others
o Listen to and contribute to conversations and discussions to share information and ideas
and negotiate in collaborative situations (ACELY1676)
Creating texts
o Plan, draft and publish imaginative, informative and persuasive texts demonstrating
increasing control over text structures and language features and selecting print, and
multimodal elements appropriate to the audience and purpose(ACELY1682)

General Capabilities

Learning Objectives

Literacy

Use knowledge of text structures

By the end of this lesson students will have the

opportunity to demonstrate their ability to:
Use their Procedural text to create dialogue text
between characters related to the Lorax
Select questions and statements appropriately
to create dialogue
Use verbs deliberately to give specific
information
Link and sequence ideas providing details
about ideas and events
Understand the relationships between
characters

Use knowledge of text cohesion

Resources

Comprehending texts through listening,

reading and viewing

Comprehend texts

Navigate, read and view learning area

texts

Interpret and analyse learning area

texts

Text knowledge

Grammar knowledge

Use knowledge of sentence structures

Use knowledge of words and word

groups

Student Prior Knowledge

The following resources will be required:

Model of converting to dialogue and model of
dialogue resources
Interactive whiteboard and computer
Writing m aterials
Lorax planning sheets from previous lesson

Prior to this lesson, students should already be able to:

Identify verbs within procedural texts
Communicate their ideas in the brainstorming process and through planning effectively
Organise their ideas into a procedural text structure
Recognise a dialogue text and its structure

22

Lesson Procedure
Motivation and Lesson Introduction

Differentiation

Gain students attention

Explain that students will be changing their procedural texts into
dialogue
Explain that they w ill be using a template again to w rite their d ialogue
however, explain that we are going to look at an example text.
Provide each student w ith the model resources.
Read through the planning sheet template model explaining that it
should be similar to what they have d one on theirs.
Ask students to ignore the opening address section and look at the titles
after character name and what they said.
Read through the dialogue.
Explain how each step on the planning sheet has been changed into
dialogue. Ask them to highlight the first step and highlight it in the
dialogue.
Direct students to look at how the characters change each step- with a
direction and a response.
Imagining that these two characters are having a conversation and
actually doing the task.
Direct students to look at the verbs- ask them to highlight the verbs in
the dialogue- and notice how one character is giving commands to the
other.

Procedure and Lesson Content

Explain that they will be given a dialogue table to fill in for
their procedural text.
Explain that they will need to look at each step and think
about how the characters will interact, how the step will be
explained. Explain that some steps can be joined together if
very similar eg. the eye protection and gloves in the
example
Explain that if they need more paper they can continue
writing it on plain paper- example this on the board if
needed
Explain that they may not fill out each box in their table- as
long as their dialogue makes sense and has included every
step in detail - With a different character in each box
Go around and assist students with the writing of their
dialogue.
Ensure that they have introduced the characters and set the
setting for their dialogue.

Put Hearing Aid device on for

Ethan.

As a focus strategy ask for whole
body listening.




Make sure students are reading
along



Ensure all students understand
what we are discussing and
answer any questions.

Ensure all students are
focussed and help those who
may be confused.


Ensure students are moving
through the planning sheet
and assist in the use of verbs.

Check student work and
ensure they are on track.
Assist in editing their spelling,
verbs and sentences.

Provide marbles to students
who work really well.

Lesson Conclusion
Ask students to hand in to the teacher the dialogue that
they want to present and the others need to go in a pile at
the front of the room Ensure they have their names on the
top
Transition into the next lesson/break after cleaning their
desks

23

Assessment
Assessment Of learning
The writing of their lorax dialogue will be marked for the assessment of learning in
regards to procedural texts. Their presentation of their dialogue will go towards a
drama assessment and their text will be marked for English. The text will need to go
home each night so that they can practice at school and at home.

Evaluation
Can students:
!
!
!
!
!

Use their Procedural text to create dialogue text between characters related to the Lorax
Select questions and statements appropriately to create dialogue
Use verbs deliberately to give specific information
Link and sequence ideas providing details about ideas and events
Understand the relationships between characters

Comments

24

Name:

Assessment-Dialogue Presentation

Opening Address

Character Name What they say

25

26

Concluding statement

27

Model of Converting to dialogue

How to

clean up Gluppity-Glupp

What you will need:

11 x Rubber gloves

11 x Eye-protectors

11 x Oxy-action Bammity-Bam

Purple Rubber boots

spray

Cloths as soft as Truffula tufts

11 Moppy-Mops

10 x Brown-barbaloot helpers

Method
Step One
Gather your 10 brownbarbaloot helpers by
whistling a happy tune.

Step Two:

Step Four:
Provide each helper
with a pair of purple
boots (they only like
the purple ones). Slip
on yours as well.

Step Five:
Take the Moppy-mops
and make sure
everyone has one.

Step Six:
Hand each barbaloot
the special Oxy-action
Bammity Bam spray.

Step Seven:
Go very carefully
and find the gluppity
glup in the Oncelers factory.

Step Eight:
Bring along the cloths
as soft as truffula
tufts.

Step Nine:
When you find the
gluppity glup- DO NOT
TOUCH IT!

Step Ten:
Spray the gluppityglup with bammity-bam
spray.

Step Eleven:
Allow time for the
glup to fizz and
bubble then use the
moppy-mops to
remove the glup.

Step Twelve:
Finally use the cloths
to polish and clean the
gluppity-glup remains.
Make sure you get
every drop!

Step Thirteen:
Continue until all of
the gluppity-glup is
gone!

Cleaning
Gluppity Glupp

Give each of your helpers

eye protectors to slip over
and protect their eyes.
Make sure you wear them as
well.

28

Step Three:
Give each barbaloot a
pair of gloves to pull
over their furry
paws. Make sure you
put yours on too!

Model of dialogue

Opening Address
Good-morning students and teachers. Today I am presenting a dialogue between
the Once-ler and the Lorax. In this dialogue the Once-ler will learn how to clean
up his gluppity-glup mess.
Character Name What they say

Lorax

Hey Once-ler!

Once-ler

Oh man, not you again! What do you want?

Lorax

You need to start cleaning up after yourself! You are

making such a mess! You MUST start with this gluppity
glup!

Once-ler

I do suppose it is getting messy around my factory,

how do I clean it?

Lorax

You will have to gather 10 brown barbaloot helpers by

whistling a happy tune.

Once-ler

Alright then! Toot-tooty hoot hoot!

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Lorax

Here they come!

Onceler

Hello there barbaloots. What do I need to clean up

this gluppity-glup mess?

Lorax

You will need to give each barbaloot some eye

protective wear and gloves.

Once-ler

Okidoki, here you go guys, slip these on and I suppose I

should do the same?

Lorax

Definitely! Now they will need to put on the purple

rubber boots, they only like the purple ones!

Once-ler

Ok, here you go Barbaloots, cover up those soft feet

of yours.

Lorax

You too Once-ler, then hand out the moppy-mops and

special Oxy-action Bammity-Bam spray.

Once-ler

Alright, then what?

30

Lorax

You will need to take these cloths, as soft as truffula

tufts, and very carefully find some gluppity-glup in
your silly factory!

Once-ler

Alrighty, come on guys.

Lorax

Here we go! Now DO NOT TOUCH IT! Spray the

Bammity-Bam spray and watch it fizz and bubble for a
few minutes.

Once-ler

Oh wow! Then I am guessing we need to use the moppymops?

Lorax

Yup, mop away the gluppity-glup using your moppy mops.

Then you just use the soft cloths to make sure there is
not a single drop left.

Once-ler

It looks so much better! Well I guess we should keep

going until all of it is gone, Thanks again Lorax!

Lorax

No problem at all!

Concluding statement
Thankyou to my partner, Billy, for helping me present our dialogue to
the class. Thankyou for listening to our presentation, I hope you
enjoyed it!

31

Unit Title: Procedural texts

Curriculum Links

Learning Area: English

Time Allocated: 60 mins Lesson Title: Finish and edit

Language
Text structure and organisation
o Understand how different types of texts vary in use of language choices, depending on their
purpose and context(for example, tense and types of sentences) (ACELA1478)
o Understand that paragraphs are a k ey organisational feature of written texts(ACELA1479)
Expressing and developing ideas
o Understand that verbs represent different processes, for example doing, thinking, saying,
and relating and that these processes are anchored in time through tense (ACELA1482)
Literacy
Interacting with others
o Listen to and contribute to conversations and discussions to share information and ideas
and negotiate in collaborative situations (ACELY1676)
Creating texts
o Plan, draft and publish imaginative, informative and persuasive texts demonstrating
increasing control over text structures and language features and selecting print, and
multimodal elements appropriate to the audience and purpose(ACELY1682)

General Capabilities

Learning Objectives

Literacy

By the end of this lesson students will have the

opportunity to demonstrate their ability to:
Use their knowledge of dialogue to edit the
structure of their text
Edit their work through spelling, punctuation
and sentence structure

Comprehending texts through listening,

reading and viewing

Comprehend texts

Navigate, read and view learning area

texts

Interpret and analyse learning area

texts

Text knowledge

Use knowledge of text structures

Use knowledge of text cohesion

Resources
The following resources will be required:
Writing m aterials
Dialogue template and planning template from
previous lessons

Grammar knowledge

Use knowledge of sentence structures

Use knowledge of words and word

groups

Student Prior Knowledge

Prior to this lesson, students should already be able to:
Use their Procedural text to create dialogue text between characters related to the Lorax
Select questions and statements appropriately to create dialogue
Use verbs deliberately to give specific information
Link and sequence ideas providing details about ideas and events

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Lesson Procedure
Motivation and Lesson Introduction
Gain students attention
Ask students to get out their texts and continue to finish
their work
Explain that they will need to have their work looked at
before they are finished.

Differentiation

Procedure and Lesson Content

Provide them with a checklist on the board of things they
need to remember when editing and finishing their work
Students who complete their work can silent read while the
others catch up.
When they are finished ask students to staple their work
together and put it on the desk.
Ask students to come down to their carpet spots
Explain that for their presentations they will have a
partner. Together they will need read their texts and decide
on ONE to use for their drama presentation.
Explain that everyones dialogue will be marked but for
their drama assessment they need to choose one. Remind
them that they need to choose the one that has the most
dramatic elements and possibilities for performing (which
one can be acted out better) look at the dialogue and how it
can be read dramatically
Explain that they have 5 minutes to choose and if they cant
decide they need to come to the teacher and the teacher
will decide for you and that will be the final decision.
After they have decided, allow time for students to practice
their presentations.
Explain that they will need to hand in the chosen dialogue
to be typed up- and they will get this back tomorrow, one
for each of the pair, so that they can take it home and bring
it to school each day. It will live in their red homework
folders.
Hand-out the notes for parents about their presentations
and explain that they will need to memorise their part of
the presentation.

Put Hearing Aid device on for

Ethan.

Ensure all students are on

task and have edited their
work top the best of their
ability.








Assist students in choosing
the text that will work best for
the pair.










Ensure all students
understand what is required!

Lesson Conclusion
Ask students to hand in to the teacher the dialogue that
they want to present and the others need to go in a pile at
the front of the room Ensure they have their names on the
top
Transition into the next lesson/break after cleaning their
desks

33

Assessment
Assessment Of learning
The writing of their lorax dialogue will be marked for the assessment of learning in
regards to procedural texts. Their presentation of their dialogue will go towards a
drama assessment and their text will be marked for English. The text will need to go
home each night so that they can practice at school and at home.

Evaluation
Can students:
! Use their knowledge of dialogue to edit the structure of their text
! Edit their work through spelling, punctuation and sentence structure

Comments

34

Assessment task Dialogue presentation

Dialogue
Knowledge and
understanding

Character
name

What they say

Creating
texts

35