Basic Lesson Sequence Format 
Curriculum area:​  Literacy      Date: T3 W2 Level:         Duration:  
 
Resources/preparation/organisation:  
Modelling book and markers 
Paper for making chatterbox 
Scissors, pencil/pen 
cast to screen for youtube clip 
balloons and pump  
print out of balloon twisting instructions 

Learning Outcome(s)/ Learning Intention(s​): What do I want children to learn? (WALT – We are learning to…)  
Learn to write sequential and clear instructions 
 
Success Criteria​:  How will I and the children measure their success at achieving the learning? (WILF – What I’m looking for…)   
Can someone easily follow these instructions and successfully make the intended product? (​ You can guide the students and co-construct it together) 
 
Assessment:​  How will I monitor children’s learning and success?  What assessment strategies will I use? 
Roving, questioning, prompting, have chn swap instructions and see if they make sense, have children read out their instructions and film for seesaw 
clip.  
 
Learning Experiences:   Evaluation of Teaching, in reflection. 
What sequence of learning activities will I provide to help the children achieve this learning? 
 
Session 1:  
1. Ask students how to make a chatterbox. (​ great idea)​ Have students write down their directions with 
a partner. 
2. Call on a pair of students to read their answer. As the students give their directions, make the 
chatterbox as a demonstration for the class, doing EXACTLY what the students say. 
3. Talk with students about the importance of giving exact directions in the right order, not only when 
making a peanut butter and jelly sandwich.  
4. P
​ lay this at the beginning of writing on Tuesday 
Play the E
​ xact Instructions video​ for the class and talk about the information shared.  
5. Discuss the video with the class, what do you think now? 
Go over with class all the things they now know are important to include in instructional writing. 
Use Sohinis suggestion of running dictation activity, have a large sheet of instructions on the board, 
children in groups of 3 (or 4), each has a role. One writes, one goes to the board and relays one step at a 
time. The aim is to improve listening skills, writing skills, and gives an opportunity to practice 
instructional writing with less pressure. Print out these sheets - 1​ ​ - ​2​ - ​3 
 
Session 2:​ ​Wednesday, I​ nstructions for “How to look after your teeth” 
Yesterday we looked at instructional writing. Quick class brainstorm - What does it look like? What other 
things might we see? Etc… -records children’s ideas on whiteboard/modelling book. Step by step, talk the 
children through what we are going to do today​ ( What is the topic they are writing on today? Will it be a 
shared experience or something they know?) ​How to l​ ook after your teeth  
  
1. Title/topic for the writing 
2. What the name of the title is (if appropriate) 
3. What are we writing? (recipe/instructions to use/experiment...) 
4. If it is a recipe we will need to list all ingredients, if it is a science experiment or a how to ... we will 
need to list all the materials needed... 
5. Ask chn-Then you will need to write your steps/instructions, how will you do this? 
6. Is it going to be written like a story? Or will you put a new step on every line? 
7. Model how we will write the steps on our pages... Remember that because it is instructions it will be 
like commands. 
8. Remind chn of the importance of writing the instructions in sequence 
9. Some of the things we can write instructions for are... Seek ideas from chn from what we have done 
in class or what we know really well. Remember we are helping someone who knows nothing about 
the subject... 
10. ​Pre choose or co-construct? P ​ ut a list of topics on board, if chn need the help or if I have a specific 
goal... 
11. “It will be easier to write about the topics I have put on the board, because we know them. Or you 
can write about something you know really well.” “Remember it needs to be sequential, goes in the 
correct order one step at a time. Like when we write a narrative story we have a beginning a middle 
and an end that go in the right order” 
12. Check in with chn, who is comfortable to go and start writing 
13. If anyone doesn’t completely understand they can stay on the mat 
 
Session 3:​ ​Thursday and Friday? ​Talk about using diagrams to help make sure instructions are clear, this 
is helpful if unfamiliar language is being used....​ F ​ inish instructional writing, draw diagrams if required to 
help the end user, 
Show samples of how diagrams can help.​ ( They can use this session for the science experiment. You can 
also click pictures and get them to place it sequentially)  
 
Sometimes authors use pictures or drawings in their works. Not only do these images look nice, but 
they also serve an important purpose. 

 
1. A diagram is a drawing, image, or sketch that is used to help the reader visualize what the author is 
describing in the text. There are certain components that diagrams have to help the reader 
understand them and the text. 
2. Diagrams can be either a way of showing where all the parts of something are/should be, like on the 
lego figure sample, or as a way of showing each step of a set of instructions, like the balloon shape 
sample. 
3. Inside each Lego kit is a book of instructions that shows you exactly how to turn a pile of blocks into a 
cool race car or wicked flying saucer.  
4. Even with the best written instructions it would still be hard to twist a balloon into the shape of an 
animal without the help of diagrams as well. 
 
cast image to TV to support: 
https://drive.google.com/file/d/1TTGxNyCypWe37CQbv_SNG9XhTSgE1Yp2/view?usp=sharing 
 
How can we use a diagram to support our instructions? Would you use the first kind like the dog? 
Labeling the parts of a toothbrush? Or would you use one of the other types? 
 
Evaluation of teaching:​ What did I do well? What do I need to improve? What specific things will I focus on next? 
This sequence did not start off particularly well, as I did not even think about the fact that some chn might not know what a chatterbox is, or the
name of one. Next time I want to try this I will have a pre-folded one.
I am really starting to get to grips with the concept of the fluid lesson. Due to unforeseen circumstances we don’t always get through the plans, which
I was aware of, but it is good to see how you can catch up another day. The video links do not always work, but the chn are awesomely patient while I
tried to sort it out. One thing I am very glad of was my forethought in editing the PB&J video clip, so that the boy having a “meltdown” was cut out. I
had been thinking of one child in particular when I made that decision, so when he mentioned how the “real video” had the boy having a tantrum, I
explained that I purposely didn’t show that because it doesn’t fit with the DRS way.
 
 
 
Sample diagrams 
https://study.com/academy/lesson/diagrams-lesson-for-kids-definition-c https://craftcue.com/free-balloon-twisting-instructions  
omponents-example.html 
 

( Will they be doing this??)  

Great idea! I will grab the balloons and pump from ESSA so we can do 
this in class 
  

Changes noted in red