[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-493256-105":59,"doc-detail-493256-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","lesson-plan-procedural-text-writing-recipe-form","LESSON PLAN - Procedural Text Writing Recipe Form","","Lesson plan focused on teaching students to write procedural texts in the form of a recipe. Lesson 1 guides students to identify key features of a procedure text through inductive noticing with cooperative learning prompts on purpose, parts, formatting, verbs, connectors, specialist terms, and audience. Lesson 2 uses a same-different comparison between an instant noodles procedure and a personal cooking recount to extract similarities and differences. Lesson 3 uses a within-team jigsaw sequencing activity to recognize organizational structure. Lesson 4 applies a cloze task to develop awareness of lexico-grammatical items such as verbs and connectors.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/lesson-plan-procedural-text-writing-recipe-form/493256/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/lesson-plan-procedural-text-writing-recipe-form/493256.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the key objective of the lesson plan?","Question",{"text":113,"@type":114},"Students learn to write a procedural text in the form of a recipe by identifying and using text features and organizational structure.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does Lesson 1 help students recognize procedural text features?",{"text":118,"@type":114},"Students analyze a procedures text using noticing questions about purpose, parts and order, formatting, verbs, connectors, specialist terms, and audience, then share ideas in cooperative roles.",{"name":120,"@type":111,"acceptedAnswer":121},"What is the main purpose of the cloze activity in Lesson 4?",{"text":122,"@type":114},"It helps students become aware of lexico-grammatical items used in certain text types by deleting targeted words (e.g., verbs or connectors) and having students fill and justify the best options.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},493256,1791001510,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","LESSON PLAN  \nKey Objective: Students will be able to write a Procedural text in the form of a recipe.  \n\n| | PROCEDURE | Notes on Cooperative Learning Strategy used |\n| --- | --- | --- |\n| Lesson 1:\u003Cbr>Aim –\u003Cbr>Students will identify the features of a given text type.\u003Cbr>Resources –\u003Cbr>1. Procedures text “Preparing Instant Noodles.”\u003Cbr>2. List of noticing questions.\u003Cbr>Options –\u003Cbr>1. Teacher can modify the noticing questions.\u003Cbr>2. Students can use lines, shapes, and colors to highlight the text as they answer the questions.\u003Cbr>3. Electronic texts can be used.\u003Cbr>Note-This noticing task starts at the bottom of the cline where students do no writing. Such inductive noticing also promotes critical thinking among students. | 1. Teacher distributes copies of Procedures text “Preparing Instant Noodles”(See Appendix 1) .\u003Cbr>2. In pairs, students use Circle of Speakers, taking turns to talk, using the following noticing questions:\u003Cbr>a. What is the text’s purpose?\u003Cbr>b. What are the text’s parts? What is the order of those parts?\u003Cbr>c. What do you notice about the text’s formatting?\u003Cbr>d. What kinds of verbs used?\u003Cbr>e. What kinds of connectors are used?\u003Cbr>f. What specialist terms are used?\u003Cbr>g. Who would be a good audience for this text?\u003Cbr>3. Teacher calls a number, and students with that number report their groupmate’s ideas.\u003Cbr>4. Teacher gives feedback and lists features on the board / OHT.\u003Cbr>Note: Students may need help to understand some of the questions, such as d-f. | Circle of Speakers -Pairs or more\u003Cbr>1 \\# 1 talks\u003Cbr>.\u003Cbr>☺  ☺\u003Cbr>\\#1 \\#2\u003Cbr>\u003Cbr>☺  ☺\u003Cbr>\\#1 \\#2\u003Cbr>2. \\# 2 talks\u003Cbr>3. \\# 1 talks\u003Cbr>4. \\# 2 talks, etc\u003Cbr>5. Teacher calls a number and students with that number report their groupmate’s ideas.\u003Cbr>Note: Groupmates can disagree with or add on to each other’s ideas.\u003Cbr>accountability, as each member is to contribute to the pair’s |\n| Lesson 2:\u003Cbr>Aim –\u003Cbr>Students will better understand the characteristics of a given text type by comparing a text in that text type with a text in a different text type.\u003Cbr>Resources –\u003Cbr>1. Procedures text (Appendix 1)\u003Cbr>2. Personal Recount text “My First Attempt at Cooking”(Appendix 2) | 1. Teacher distributes copies of Procedures text “Preparing Instant Noodles” to \\#1, while \\#2 receives Personal Recount “My First Attempt at Cooking.” Students read their text silently and do not show each other their texts.\u003Cbr>2. Students read aloud their given text to their partner and then they point out features of their text to each other, so as identify the similarities and differences between the texts.\u003Cbr>3. Teacher calls a number, and students with that number report their group’s ideas. Note: a pair is a group. | Same-Different -Pairs\u003Cbr>♦ Each student in a pair has a different text of the same or different text type.\u003Cbr>♦ Students read their text aloud and then tell, not show, each other about their texts.\u003Cbr>♦ Pair identifies similarities and differences between texts or text types; report to class.\u003Cbr>Options: Students can show each other their texts and then compare.\u003Cbr>Can be done with student texts or with ones from teachers and books.\u003Cbr>Same-Different promotes positive interdependence by dividing resources among group members, with the group’s success dependent upon input and cooperation from all members. |\n\n\n| | PROCEDURE | Notes on Cooperative Learning Strategy used |\n| --- | --- | --- |\n| Lesson 3:\u003Cbr>Aim –\u003Cbr>Students will be aware of the organizational structure of a text type.\u003Cbr>Resources –\u003Cbr>Procedures Text (Appendix 1)“Preparing Instant Noodles” cut into eight pieces.\u003Cbr>Options –\u003Cbr>As this task can be done fairly quickly, teachers may want to combine this lesson with Lesson 4.\u003Cbr>Note – Still fairly low on the cline, the lesson does not require students to write but to make use of what they have learned in Lessons 1 & 2 and the organizational structure to sequence the given text. | 1. Teacher distributes one set of eight pieces of the text in scrambled order to ","cbCaiqKanZFiHtIY","https://ap.wps.com/l/cbCaiqKanZFiHtIY","pdf",123293,"English","# Lesson 1\n## Aim and resources\n## Cooperative learning procedure\n# Lesson 2\n## Aim and comparison task\n## Same-Different procedure\n# Lesson 3\n## Aim and jigsaw sequencing\n# Lesson 4\n## Aim and cloze activity","[{\"question\":\"What is the key objective of the lesson plan?\",\"answer\":\"Students learn to write a procedural text in the form of a recipe by identifying and using text features and organizational structure.\"},{\"question\":\"How does Lesson 1 help students recognize procedural text features?\",\"answer\":\"Students analyze a procedures text using noticing questions about purpose, parts and order, formatting, verbs, connectors, specialist terms, and audience, then share ideas in cooperative roles.\"},{\"question\":\"What is the main purpose of the cloze activity in Lesson 4?\",\"answer\":\"It helps students become aware of lexico-grammatical items used in certain text types by deleting targeted words (e.g., verbs or connectors) and having students fill and justify the best options.\"}]","LESSON PLAN - Procedural Text Writing Recipe Form | PDF",1790879028,15]