BLM 29

48 Blake Education Fully Reproducible

Method1 Combine all ingredients. Mix with hands.2 Shape into equal sized balls and flatten down to make patties.3 Put the patties onto a lightly greased pan.4 Cook on moderate heat for about 6 mintues.

Carefully turn the patties over and cook for a further 4-5 minutes.5 Remove from the pan and drain on absorbent paper.6 Divide a bread roll and place a patty in between the halves.7 Add shredded lettuce, slices of tomato, beetroot, capsicum, or anything you fancy.8 Add tomato sauce or tomato chutney.

This recipe makes about ten hamburgers.

Ingredients500g low fat minced beef200g grated carrot200g peeled and grated potato1 egg

1 cup breadcrumbs2 tablespoons tomato sauce2 tablespoons soy sauce (low salt)3 tablespoons finely chopped fresh parsley

Bonza beef burgers

49

Teaching notes forBonza Beef Burgers

OTHER RESOURCESDictionaries, encyclopaedias and recipe books.Materials for drafting and publishing writing.

INTRODUCING THE UNITProvide students with access to a range ofrecipe books.These might be brought fromhome and displayed in the classroom. Discusswith the students the function of a recipe, thetype of information it contains and its format.

LET’S TALK ABOUT IT!The students should discover that proceduraltexts are factual, often incorporate lists, oftenhave procedures numbered to reinforce thesequential steps, and that the steps usually beginwith a verb, e.g. mix, carefully turn, etc. Pointout that the texts are written with highmodality. Partners or groups could report theirfindings to the whole class.The features of thetext type could then be recorded on a classchart and displayed for future reference. Othertypes of procedural texts include appliancemanuals, games rules, science experiments,directions or any set of instructions.

REVOLTING RECIPESEncourage students to have fun with theirrecipes. It may be necessary to recall the keylanguage features and structure of the text type.Focus again on the modality (high) and tenor(expert to general audience) of the texts.

ATTEMPT A MORE COMPLEXPROCEDURE!At this stage students should be writing morecomplex procedures that involve some researchand the completion of a number of stages. Ideasshould be more advanced and involve theinclusion of a choice of steps according tocircumstances.The focus on high, medium andlow modality will clarify meaning. Encouragestudents to add reasons, results, conditions andprecautions or possible problems to theirprocedures.

ADD A VISUAL TEXTEncourage students to develop visual texts thatwill add to the meaning of the written text.This may clarify technical language or explaineach step diagrammatically. Remind students ofthe numerous visual texts that can be integratedinto procedures and discuss the formatting ofeach, e.g. maps, flow diagrams, cross-sections,glossaries, graphs, scale and analytic diagrams.

FOLLOW-UP/EXTENSION• Have a Burger Day.The students could

follow the recipe, discuss the features thatmake the procedure easy or difficult tofollow, and finally suggest any changes thatmight make the text even clearer. Studentscould then adapt the recipe and create theirown burger sensations.

• Create class recipe books.

Text form: RecipeMedium: Recipe bookField: How to make a beef burgerTenor: Expert to general audienceMode: Written

Name _________________________________________ Date _______________BLM 30

50 Blake Education Fully Reproducible

Bonza Beef Burgers

NA 4.1 NSW 3.1 Communicates and interacts confidently for a range of purposes and a variety of audiences to express well developed, well organised ideas dealingwith more challenging topics.

NA 4.3 NSW 3.4 Controls and evaluates structures and features of spoken language. Interprets meaning and develops and presents ideas and information in familiarsurroundings.

NA 4.4 NSW 3.2 Interacts in different sized groups using effective communication skills and strategies and listening attentively.NA 4.10 NSW 3.13 Evaluates writing in terms of effectiveness of presentation of subject matter and adjusts to focus on context, purpose and audience.

Let’s talkabout it!Talk with a partner about the recipe. What do you notice about the way it is

written?

Is it different to stories and other types of writing? With your partner, find threedifferences. (Hint: look at things such as the way the sentences are written, how therecipe is organised on the page, the type of words at the start of each sentence.)

1

2

3

A recipe is a procedure text. What do you think a procedure text is? Talk about it withyour partner. Write your ideas on the lines.

Look up the word procedure in the dictionary.Write the dictionary meaning here.

Can you think of any other procedure texts besides recipes?List your ideas. Compare your ideas with your partner’s.

BLM 31Name _________________________________________ Date _______________

51Blake Education Fully Reproducible

Bonza Beef Burgers

NA 4.9 NSW 3.9 Writes well structured literary and factual texts using challenging topics, ideas and issues for a variety of purposes and audiences.NA 4.10 NSW 3.13 Evaluates writing in terms of effectiveness of presentation of subject matter and adjusts to focus on context, purpose and audience.NA 4.12a NSW 3.10 Uses a range of strategies to plan, edit and proofread own writing.

Revolting recipesNow it’s your turn! Write your own repulsive, repugnant, repellent recipe! Youcould try one of these ideas, or any other idea of your own.

• Super Repulsive Sludge Burger

• Hand Sandwich

The only rule is, your recipe must bewritten as a procedure text. It mustinclude a list of ingredients and stepsto follow to cook your creation.You don’t have to cook it, though!Draft, conference and edit your recipethen publish it in the space below.

Name _________________________________________ Date _______________BLM 32

52 Blake Education Fully Reproducible

Bonza Beef Burgers

NA 4.8b Working with peers is able to find information and resources for specific purposes.NA 4.9 NSW 3.9 Writes well structured literary and factual texts using challenging topics, ideas and issues for a variety of purposes and audiences.NA 4.10 NSW 3.13 Evaluates writing in terms of effectiveness of presentation of subject matter and adjusts to focus on context, purpose and audience.NA 4.12a NSW 3.10 Uses a range of strategies to plan, edit and proofread own writing.NA 4.12b NSW 3.11 Uses a range of strategies to spell unfamiliar words.

Attempt amore complex procedure!Choose a goal and audience. Remember to follow the correct structure andsequence your steps, but add alternate steps at times so that the reader decides

which steps to follow. You may want to add background information, use differentlevels of modality to make arguments stronger or weaker, and focus on the beginningof clauses to draw the reader’s attention. In addition reasons for actions, results ofactions, possible problems or enjoyable aspects should be added to the text. Draft onscrap paper and publish the final version below.

BLM 33Name _________________________________________ Date _______________

53Blake Education Fully Reproducible

Bonza Beef Burgers

NA 4.7 NSW 3.8 Identifies the structures of different texts and with assistance discusses the grammatical structures and features that shape readers’ and listeners’understanding of texts.

NA 4.10 NSW 3.13 Evaluates writing in terms of effectiveness of presentation of subject matter and adjusts to focus on context, purpose and audience.NA 4.11 NSW 3.14 Discusses and evaluates how texts have been constructed to achieve their purpose and shape readers’ and viewers’ understandings using

grammatical features and structures.

Addavisual textCreate visual texts to accompany the written procedure, e.g. scale diagrams,

flow diagrams showing the method or steps, a pie graph showing quantities orpicture glossaries showing labelled equipment, cross-sections showing structure andmaterial needed for the process.