This lively Year 1 writing unit from our Real Writing collection explores instructional writing through a model text by published children’s author Gabrielle Kent.
Pupils will read a simple set of instructions for making a rainstick and then plan and write instructions for their own musical instruments.
All our Real Writing units follow a carefully mapped framework, including two to three weeks of detailed lesson planning, with teacher notes, slides, activity sheets, planning templates and PowerPoint presentations.
The model text is provided in three PDF versions – plain, illustrated and annotated – alongside annotated and non-annotated slides to support flexible teaching.
Curriculum links
This unit links directly to Year 1 English objectives, focusing on writing instructions, sentence structure, verbs, punctuation and vocabulary.
It also connects to design technology and music: pupils will design and make their own instruments, learning to explain processes clearly.
Pupils will also practise using imperative verbs, sequencing steps logically and applying punctuation and spacing rules.
Vocabulary focus
Pupils will explore Tier 2 vocabulary such as place, draw, cut, squash, wrap, decorate, tie, attach, spring and pour, alongside the Tier 3 word rainstick.
Common exception words (the, a, to, of, you, your, some, one, put, push, pull) are revisited in context, supporting spelling and reading fluency.
Pupils will also practise compound words, recognising how smaller words can combine to create new meanings.
Key teaching activities
The unit begins with a hook: pupils explore a rainstick, listen to its sounds and discuss what it reminds them of. They'll read Gabrielle Kent’s model text, identifying its structure, equipment lists and numbered steps.
Pupils will make rainsticks or other simple instruments, using photographs and diagrams to support those who need extra guidance.
Sequencing activities help pupils plan their instructions, drawing pictures for each step and orally rehearsing sentences. They'll then write their own instructions, practising imperative verbs, compound words, punctuation with capital letters and full stops and leaving finger spaces.
Support and challenge options allow pupils to work individually or collaboratively and extend their writing with equipment lists and more detailed steps.
Resources included
- Model text by Gabrielle Kent (PDF and PowerPoint)
- Teacher notes, slides and activity sheets
- Vocabulary cards for Tier 2 and Tier 3 words
- Common exception word cards
- Instruction planning and writing sheets
- Sequencing worksheets and instruction posters
- Design templates for musical instruments
Pupil outcomes
By the end of this unit, pupils will:
- Write clear, sequenced instructions for making a musical instrument
- Use imperative verbs, compound words and vocabulary accurately
- Apply correct punctuation, spacing and sentence structure
- Plan, design, make and describe their own instruments
- Read and perform their instructions with confidence
This unit develops literacy skills alongside creativity and practical learning, enabling pupils to explain processes clearly while enjoying hands-on music and design activities.