LESSON:

MAKING PASTA

Subject: English
Topic: Procedural Writing
Year Level: Foundation/Year 1

AIM(S): The lesson aims to develop students understanding of Procedure. Students will develop
their knowledge of procedures and their procedural writing skills through making pasta and
creating a procedure for the pasta process.

CONNECTION TO CURRICULUM:
IELP: Students copy words directly associated with visual representations and sequence pictures
of familiar activities (reception). Students label items relevant to context and create procedures by
organising visuals in sequential order (year 1).

ACARA: Students use speaking, writing and drawing to represent short texts, to explore, record
and report ideas and events using familiar words and beginning writing knowledge.

OUTCOMES:
Understanding: Students will understand the process for writing a procedure. Specifically that
cooking procedures have a list of ingredients and a method which contains steps.
Knowledge: Students will know the sequence of steps for making pasta.
Skill: Students will be able to create a procedure for the pasta using the given resources and
supports.
MATERIALS AND RESOURCES:
- Ingredients for pasta flour, egg, water and oil
- Pasta maker
- Smart board
- Creating procedure resources
- Food group chart

INTRODUCTION (5min)
Pasta was chosen for this weeks procedure because the letter of the week is P. Introduce the
lesson by asking the children if they remember what the letter of the week is. Ask them to name
some words, which start with the letter P, and then introduce pasta by explaining that another
word beginning with P is pasta. Ask the children if they have eaten pasta before? Ask if they like it?
Who knows what country of the world Pasta comes from? Begin to talk about making pasta,
reflecting on previous weeks learning of wheat.
- Does anyone know/ or can have a guess as to what is used to make pasta?
- Pasta is made from flour, who can remember where flour comes from? Can you remember
when we ground the wheat into flour?
- Who can remember what food group wheat/flour comes from?
- Explain that we will be making some pasta together.

DEVELOPMENT (20min)
Arrange children so they are sitting in a circle for the pasta making
Make the pasta:
- Explain what ingredients and materials will be needed, showing the ingredients and the you
will need picture list on the smart board, and explaining and talking a little bit about the pasta
machine.
the method
Then start
st
1 Mix all the ingredients together talk about the measurements of each ingredient as you place

them in the bowl, and stirring until ingredients are combined, give each child a turn at mixing the
ingredients.

2nd Knead the dough Pass the bowl around the circle, so all children have a turn at kneading the
dough, ask children about the texture, have them describe what it feels like.
3rd Put the pasta dough through the pasta machine Explain that the dough needs to be rolled a bit
by hand so it is able to fit through the machine, then discussing how you slowly make the machines
hole smaller so the dough becomes thinner. Have children take it in turns in putting the dough
through the machine. Then discuss how the long pieces of pasta dough need to be cut, and that if you
put the dough through the other side of the machine it cuts the dough into pasta shapes (two
different cutters spaghetti or fettuccini). Have children take turns putting the dough through the
cutter, ensuring all children have had a turn at using the pasta machine.
4th Cook the pasta Explain that to cook the pasta you place it in boiling water (when water is very
hot and bubbling) (Ask Charlie if he knows what temperature boiling water is). Explain that I will
cook the pasta in boiling water for 10 minutes during lunch so they can eat it before home time.

CLOSURE (20min)
Explain now that children will be creating a procedure for the pasta, go through the procedure
with the class asking what steps we did and the order of them, use the smart board to assist. The
pasta procedure exercise is differentiated into three levels to support the different needs and
readiness levels of the students. Explain each level to the specific group of students before getting
them to work individually at their tables, use smart board or handout to assist.

Level 1:
The first level is for the few students in the class who are at a pre-writing stage, and currently use
visuals, drawings and oral language to to represent procedures. The activity requires them to
sequence the procedure pictures in order under the correct steps and write the first word (verb)
for each step. This is learning is scaffolded by giving them the list of verbs with the matching step
number from the method.

Level 2:
This level is for the majority of the students in the class, this is the same as level one but has been
extended so that the students will be working at their appropriate level of challenge. The extension
requires students to trace most of the steps in the method and fill in the missing words for steps
three and five; having a picture of the word next to the space scaffolds this. These pictures can then
be found in the ingredients list with name, children are also required to trace the ingredients list.

Level 3:
This level was created to extend and challenge Charlies procedural writing skills. This activity
requires Charlie to order and write the procedure, this is heavily scaffolded by providing him with
the sentences, with the first word highlighted in green to support him in sequencing them
correctly. He is then also required to trace the ingredients list and match and sequence the
pictures.
- For the last step all three levels will have children draw a picture of them eating the pasta.

ASSESSMENT FOR LEARNING

Throughout the lesson students understanding of the process of a procedure will be assessed,
knowing that there is a you will need list and a method which contains steps.

ASSESSMENT OF LEARNING
I will be assessing students procedural writing skills by collecting the procedure activity and
assessing their overall ability to complete the task, and their understanding of the concept.

Level 1:

Level 2:

Level 3: