Lesson Plan of Process and Procedures
Subject English
Grade II
Students` Learning Outcomes
- Follow sequence in a simple procedure or a picture map.
- Follow instructions in short school, public notices or signs with visuals.
- Read simple keys/legends on picture maps.
Information for Teachers
- Introduce the concept of sequencing of events by using the words ‘first’, ‘then’, ‘after that’, in your conversation with them. For example, at home-time you may ask them, ‘first you pack your bags, next you get up and push your chair in, and then you line up to leave the class. Finally, you switch off the lights and fans as you leave.
- Make sure that the students are familiar with basic prepositions (up, down, under, on, in, behind) and direction words (left, right, across) before teaching this lesson.
- Start your lesson by recapping/revising these concepts.
- A legend is another word for a key. A map legend explains the symbols found in a map.
Material / Resources
Writing board, chalk/marker, duster, chart, flashcards, texts/other print material
Introduction
- Explain to the students what a process or procedure is.
- Tell them that we use sequencing words (first, then, after that, next, last, etc.) for a series of events or actions.
- Encourage them to share a process or procedure in the class.
- It can be making tea, making a card, making toys with dough, etc.
Development
Activity 1
- Show the worksheet of sequencing words to the students.
- Ask them to tell the procedure of brushing teeth using the sequencing words.
- Encourage them to say the complete sentences using the sequencing words.
Activity 2
- Tell the students that a school or a public notice or traffic sign carry message or instruction.
- Write some notices on the board to make the point clear.
- Read each notice and explain to the students or ask the students to tell what instruction each of them carries.
Activity 3
- Paste the pictures of some simple traffic signs/motorway signs on the board.
- Brainstorm with students as what they mean.
- Tell them they must look at the signs before crossing the road.
- Explain each of the given sign to the students.
- Ask the students to guess the meaning of instruction each sign carries.
- Ask them to notice how a visual makes an instruction clear than words.
Activity 4
- Ask the students what a legend or key on a map is? (They have already done it in grade 1)
- After taking their responses, repeat for a single time the function of a key/legend on a map.
- Get the map photocopied. (The map is given at the end of the lesson plan)
- Give the map to the students after dividing them in groups.
- Ask a volunteer from each group to come forward and explain the map with the help of the given legend.
- Encourage and appreciate the students if they are correct.
- Help them if they feel some problems in understanding the legend.
Sum up / Conclusion
- Conclude the lesson by repeating:
- The usage of sequencing words in a process/procedure.
- How to follow instructions in a short school or a public notice.
- How to follow instructions in signs with visuals.
- The use of keys/legends to read a map.
Assessment
- Instruct the students to read Ahmad`s actions carefully to add correct sequence words.
- Then ask them to identify the objects in Sunshine Park with the help of the given legend.
- Give chance to most of students to read the map using the legend.
- Give your feedback on the spot.
