WO+January+11,+2009

=Day 1 (Monday):=

//Learning Target: I can write clear directions that someone else can follow//. //I can explain what a procedural text is.//


 * Materials:** milk, sugar, vanilla ice cream, small cups, blender, ice cream scoop

Keep ingredients in a location further away from you so that you have to be instructed to gather your ingredients.


 * Opening:** "This week and for a while we are going to be working on non-fiction texts. One type of non-fiction text is a procedural text. A procedural text is something that you read that tells you how to do something. A recipe is one kind of procedural text."

"Today I am going to make a vanilla milkshake. But I am not sure quite how to do it. So I would like you to turn and talk to a partner about how I should make the milkshake." //Students do a turn and talk and come back to the teacher.//
 * Directed Instruction:**

"What is the first thing that I should do." //Follow students exact instruction. Some of these things will be absurd. This is important for students in understanding how clear the directions need to be. Finally follow the proper instruction as students become more and more specific about what needs to be done.//
 * Shared Learning:**

Do a shared writing on the steps of how to make a milkshake. Be sure to include transition words. Small parts of this can be done in an interactive manner - but in order to save time the teacher should do most of the writing. Do not pass out the milkshakes to students until the shared writing is over.
 * Student Practice:**

Day 2 (Tuesday)
//Learning Targets:// //I can write clear directions that someone else can follow//. //I can explain what a procedural text is and give two examples of types of procedural texts (recipes and how to).//

Note: Break students up into groups who need more scaffolding and a group who can work more independently. Students who are able to work more independently will write a how to book alone on the template sheet. Students who need more scaffolding will stay at the rug and do an interactive writing.


 * Materials:** write up of milkshake recipe sheet from yesterday, tongue dispensers (to act as fake toothbrushes), how to paper template [|howtotemplate.ppt], chart paper

"Who can remind me of what a procedural text is?" "What is one kind of procedural text?" "Today we are going to learn about another kind of procedural text - a how to book."
 * Opening:**

"Today you are going to write instructions on how to do something that you all know how to do and do everyday, maybe even twice a day! You are going to write the instructions or directions for how to brush your teeth. You are going to pretend that the person you are writing for has no idea how to brush their teeth. Remember that you need to write every single last detail from taking out the materials you need, to opening things, to closing things back up. I am going to hand out these tongue dispensers to you to help you do this. You can pretend these tongue dispensers are toothbrushes. It will help to pretend you are doing all the steps to brushing your teeth before you write down each instruction. Please do not put these tongue dispensers in your mouth."
 * Directed Instruction**:


 * Student Practice:** Some students go back to do this work alone. Other students do this in an Interactive Writing.


 * Share:** The interactive writing is shared with the whole group. Other students' work is shared with the whole group.

Day 3 (Thursday)
Students will finish illustrations from their small moment stories.

Day 4 (Friday)
Publishing party: Students share their final work in small groups.