Writing a Set of Instructions Lesson Plan
Writing a Set of Instructions Lesson Plan
OVERVIEW: A set of instructions is only one type of informational text. Students not only need to read informational text, they need to write it as well. They need to understand what informational text is and what it entails. They should be exposed to all the types of informational text. This lesson is intended to be completed after the unscramble set of instructions lesson plan. Students should have a basic understanding of how instructions are written before this lesson.
GRADE: 6
SUBJECT: Language Arts/Reading
OBJECTIVES: SPI 0601.3.1 Identify the purpose for writing (i.e., to inform, to describe, to explain, to persuade).
SPI 0601.3.12 Select the most appropriate format for writing a specific work-related text (i.e., instructions, directions, letters, memos, e-mails, reports).
GLE 0601.6.2 Identify the organizational structures of informational texts.
⎫ 0601.3.3 Create somewhat complicated work-related texts, such as instructions, directions, letters, memos, e-mails, and reports.
MATERIALS: copies of worksheet, pencils, examples of materials with instructions (cookbooks, owner’s manuals, how-to books, student worksheets & assignments, etc.)
ACTIVITIES AND PROCEDURES:
1. Remind students of the previous activity they completed in which they unscrambled a set of instructions for sharpening a pencil. You may want to discuss the previous assignment and tell the correct order of steps for sharpening a pencil as a review (Be certain all students have turned in the assignment or you will be giving them the answers!). A student could perform the steps as you review them. Point out that instructions need to be clear. Most of the time, they begin with verbs.
2. Give students several topics or tasks to choose from to write instructions for.* Students may have their own ideas. It is important that you approve the task they want to write instructions for before you allow them to begin working. Otherwise, they may try silly stuff or tasks that are too easy. The task does not need to be too easy or too complicated. You could have all students write instructions for the same task or allow them to choose separate tasks.
3. If you choose, you may allow students to work with a partner or in small groups (this reduces the number of assignments you will have to grade and it allows students to discuss).
4. Tell students once their task is approved by you, they need to use the worksheet (p.2) to write their instructions.
5. Have examples of materials with instructions readily available for students to refer to if needed.
6. Monitor students as they work.
7. Collect student work when finished.
8. As an extension activity, you could use completed work of some students and have them perform the steps as they are written. This will only work for certain tasks that have easily accessible materials and the available space in your classroom. For example, tying your shoes or making a sandwich would be appropriate to do in the classroom. Riding a bike or brushing your teeth would not be appropriate for the classroom.
*Topics or tasks may include: brushing your teeth, riding a bike, tying your shoes, making a sandwich, etc.
Name(s) ___________________________________________ Date _______________________________
Directions: Write a set of instructions for a task. Remember every step that would be necessary to complete the task. Most, if not all, steps should begin with a verb. If the task requires more than 20 steps, continue writing on the back of this paper. Turn in your work when you are finished.
HOW TO _________________________________________________________________________________
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