Resources


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113waddilll
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Location:
AUSTIN, TX
Grade:
4
Subject:
N/A
Class Size:
N/A
Resources:
1
Recent Resources
  1. Teaching Procedural Texts or, How-to's
More Resources

There are 1 assets for this resource.

Materials:

  • Rubric for proceduralvideo/text (see attached document)
  • Teacher evaluation/rubric
  • Instructions for writing a how-to paragraph
  • Ideas for topics of procedural texts/videos/powerpoints

Goals:

 

  • determine the sequence of activities needed to carry out a procedure (e.g., following a recipe).

 

  • explain factual information presented graphically (e.g., charts, diagrams, graphs, illustration)

 

 create brief compositions that:

 

  • establish a central idea in a topic sentence
  • include supporting sentences with simple facts, details, and explanations
  • contain a concluding statement

Resource Instructions

Day 1

Begin by immersing students in a variety of procedural texts to read and study (science experiments, recipes, manuals, games). Have students (ss) find and record in their journals similarities between different procedural texts. Chart findings and discuss.

Have ss create a list of traits of procedural texts in journals as they find them. Then, in complete sentences have them write a summary of their findings.

Day 2

Review chart and discussions from yesterday. Present the following questions to students to answer:

(1)   What is the most helpful type of procedural text: pictures? Videos? Diagrams? A combination?

(2)  What is it that keeps my attention?

Have ss review material, discuss their answers with a partner, then share out a few and record on chart.

Have ss record in complete sentences their responses to questions in journal.

Days 3 and 4

Tell students they will be watching a “how-to” video. Give ss a checklist (see attached) to use a guide as they watch the video.  Tell students they will be reviewing the video in terms of its effectiveness. After watching the video, “score” it using the rubric. Show How-to video(s) (see links below, EXCEPT airplane video).

Have ss discuss in groups their grades for each trait, and why they scored it as they did.

Then, share out a few.

Ss will grade, and record their scores, for video(s). Ss will write in complete sentences what attributes make a good video on how to teach something.

Day 5

Review chart. Tell ss they will be watching two videos about how to make a paper airplane. They will grade to see which one is most effective.

Then they will discuss in groups those attributes that make a good video.

Ss will compare/contrast the two videos in journals using venn diagram or similar graphic organizer. Then, summarize results.

Day 6-9

Ss will create a how-to video, display or powerpoint.  They will first decide on an idea, and then plan out their idea, using a storyboard format. They can then “try out” their plan on fellow classmates to fine tune their procedures. Afterwards, ss will review each ss's storyboard, offering kind feedback. They can then make revisions to their original storyboard plan.

 Student presentation will be graded by teacher using rubric.

When finished, ss will write their “how-to” on paper to be turned in with their powerpoint or video. Use rubric attached. (Powerpoints/videos can be made in class or at home, depending on teacher.)

Day 10

Ss will present their video/powerpoint to class.

Ss will review “positives” of classmates’ videos/powerpoints. Have ss respond in their journals: In preparation for future presentations, what have I learned from this experience? What worked well? What might I do differently next time?

Extensions:

Have students pair up with someone who hasn't viewed their how-to, and ask them to follow the instructions/video/powerpoint.

Present to parents

Assessment:

See rubrics attached to document

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