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Lesson 3

Lesson 3. Instruction layout/structure and Language Features. Play the game on. Watch the video on http://www.bbc.co.uk/bitesize/ks2/english/writing/instructions/play/ Can you recall some features learned so far?.

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Lesson 3

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  1. Lesson 3 Instruction layout/structure and Language Features

  2. Play the game on Watch the video on http://www.bbc.co.uk/bitesize/ks2/english/writing/instructions/play/ Can you recall some features learned so far?

  3. These instructions for making currants buns are muddled up. Rewrite them so that it is easier to read. You need:100g of margarine, 100g of caster sugar, 200g of self-raising flour, 150g of sultanas, 12 teaspoon of mixed spice, a pinch of salt and a little milk. Put all the dry ingredients into a bowl. Pour in the milk. Stir until the mixture is smooth and firm. Form the mixture into small balls. Put the balls onto a greased baking tray. Pop the tray into a hot oven and cook for 12 minutes.

  4. Learning objectives • To follow instructions and to look at the way they are organised. (LEVEL 1) • To identify the purpose and organisation of an instruction text. (LEVEL 2) • To be able to identify the language (types of words and sentences) used in instructions. (LEVEL 3)

  5. KEY WORDS What are the key words for today’s lesson? Check your previous work for lesson 1. Heading or title Imperative verbs Sub-heading Adverbs Introduction Adjectives Instruction Sequence Time Connectives Equipment Diagram/picture Safety note or warning

  6. L.O (1): To follow instructions and to look at the way they are organised. (LEVEL 1)

  7. 1. Read the instructions on how to make a paper aeroplane. Sequence the instructions correctly, then follow them to make the aeroplane using paper. Open in the link below. To listen and follow instructions and to look at the way they are organised. (LEVEL 1) To identify the purpose and organisation of an instruction text. (LEVEL 2) To be able to identify the language (type of words and sentences) used in instructions. (LEVEL 3)

  8. AFL TIME • OBJECTIVE: To follow instructions and to look at the way they are organised. (LEVEL 1) Now that you have made the aeroplane, how was it organised? What made the instructions easy to follow? What clues helped you to sequence the instructions correctly? • GREEN? YELLOW? RED?

  9. L.O (2) and (3): To identify the purpose and organisation of an instruction text. (LEVEL 2) To be able to identify the language (type of words and sentences) used in instructions. (LEVEL 3)

  10. Instruction layout features • Heading • Introduction • Subheadings • List of things you need • Diagrams/pictures with labels • Organisational devices-bullet, numbers, • Saftey note or warning

  11. Instruction language features • Imperative or bossy verbs • Adverbs • Adjectives • Time connectives

  12. Read the text on how to make cheese on toast again. What is the purpose of the text?a) giving directions b) making things c) recipeThis is a sample of an instruction text which has been annotated showing the features you have been learning about. Use this checklist for instruction layout and language features (next slide or slides 10 and 11)to identify and annotate Cheese on Toast. To listen and to look at the way they are organised. (LEVEL 1) To identify the purpose and organisation of an instruction text. (LEVEL 2) To be able to identify the language (type of words and sentences) used in instructions. (LEVEL 3)

  13. AFL TIME • OBJECTIVE: To identify the purpose and organisation of an instruction text.(LEVEL 2) • Give examples of the features you found in the text. What words could be used to order the instructions instead of numbers? • GREEN? YELLOW? RED?

  14. AFL TIME • OBJECTIVE: To identify the language (type of words and sentences) used in instructions.(LEVEL 3) • Give examples of the features you found in the text. You’ll be expected to submit your annotated text when school resumes. • GREEN? YELLOW? RED?

  15. AFL TIME • OVERALL, Did you find the tasks easy? • What did you learn today? • What did you do well? • What could you have done better? • GREEN? YELLOW? RED? To listen and to look at the way they are organised. (LEVEL 1) To identify the purpose and organisation of an instruction text. (LEVEL 2) To be able to identify the language (type of words and sentences) used in instructions. (LEVEL 3)

  16. Lesson 4 • Writing: Write your own instruction text. • How to wash your hands OR • How to make your favourite food

  17. Play the interactive game on • http://www.topmarks.co.uk/Flash.aspx?b=english/instructions • What did you learn?

  18. Learning objectives • To recall the features of an instruction text. (Level 1) • To plan and discuss own instruction text. (LEVEL 2) • To be able to use the correct text and language features to write own instructions. (LEVEL 3)

  19. KEY WORDS What are the key words for today’s lesson? Check your previous work for lesson 1. Heading or title Imperative verbs Sub-heading Adverbs Introduction Adjectives Instruction Sequence Time Connectives Equipment Diagram/picture Safety note or warning

  20. Success Criteria: Instruction Text Your instruction text should have the following: A heading/title An introduction Sub-headings (List of things you need, list of equipment, what to do/steps to follow) Diagrams/pictures with labels Imperative verbs Organisational devices - bullet points, numbers, time connectives etc. Adverbs Safety note or warning You will also be expected to write or type it on Microsoft word. Double click on this then click on open to see the sample.

  21. L.O (1): To recall the features of an instruction text.

  22. Review • Think about and answer these questions: Talk to an adult. • What is the purpose of the instruction text you have chosen to write? • What are some of the organisational features you will be using? • What type of words and sentences will you be using when writing your instruction text?

  23. AFL TIME • OBJECTIVE: To recall the features of an instruction text. (LEVEL 1) • Which features can you remember? • GREEN? YELLOW? RED?

  24. L.O (2): To plan and discuss own instruction text.(LEVEL 2) To plan and discuss own instruction text. (LEVEL 2)

  25. Before Writing ......Use the planning sheet and checklist (see below), discuss with an adult what you are going to write about. Try and carry out the steps before writing. You can take pictures as you engage in your task. To recall the features of an instruction text. (LEVEL 1) To plan and discuss own instruction text. (LEVEL 2) To be able to use the correct text and language features to write own instructions. (LEVEL 3)

  26. Before Writing…. Say your ideas and sentences orally before writing them down.

  27. AFL TIME • OBJECTIVE: To plan and discuss own instruction text. (Level 2) • Where you able to talk about your work? • GREEN? YELLOW? RED?

  28. L.O (3): To be able to write a set of instructions. (LEVEL 3)

  29. Modelled writing on the beginning of an instruction text Bathtimetitle Do you want to smell as fresh as a daisy? Do you want you skin to gleam with cleanliness? Introduction Now, get started with your own task. Remember to use the checklist and planning sheet to help you.

  30. AFL TIME • OBJECTIVE 3:To be able to write a set of instructions. (LEVEL 3) Use the checklist provided, check your work again and see how you can improve on it. Submit your completed work when school resumes. GREEN? YELLOW? RED?

  31. AFL TIME • OVERALL, Did you find the tasks easy? • What did you learn today? • What did you do well? • What could you have done better? • GREEN? YELLOW? RED? To recall the features of an instruction text. (LEVEL 1) To plan and discuss own instruction text. (LEVEL 2) To be able to use the correct text and language features to write own instructions. (LEVEL 3)

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