Lesson Planning of Sequence in a Picture Map


Lesson Planning of Sequence in a Simple Procedure or a Picture Map

Subject English

Grade 2nd

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

  • Ask students to point out the verbs as they do the activities on simple procedures. You may start introducing your students to the concept of sequencing of events  by using the words ‘First’ ‘and then’, ‘after that’, in your conversation with them, as; at home-time you may say to 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 the lights and fans off as you leave.

Sequence in a Simple Procedure or a Picture Map

  • While teaching the lesson, the teacher should also consult textbook at all steps where and whenever applicable.

Material / Resources

Writing board, chalk/marker, duster, flashcards, other printed material, textbook, notebooks


  • Ask students to sit, stand up, turn around etc.
  • Ask them to take out their right arm and wriggle it, repeat for the left arm.
  • Revise ordinal numbers with students. Ask five students to stand in a row, ask one student to point out at them saying first, and second, third, fourth, fifth. Ask more students to come forward and repeat the activity.


Activity 1

  • Take a glass of water.

  • Show a bottle of red / green food colour.
  • Slowly pour it in the glass.
  • Tell students to observe how the colour slowly mixes in the water.
  • Stir the water with a spoon.
  • Ask students to observe how the whole colour mixes with the water and turn it red.
  • Tell students that you did a ‘series of actions’ were. What was the method of these actions?
  • Repeat the activity and now say stressing on the words in bold:
  • First take a glass of water.
  • Then open a bottle of red /green food colour.
  • Next we slowly pour the colour in the glass.
  • After that we stir the water with a spoon.
  • In the end, the whole colour mixes with the water and turns it red.
  • Encourage students to join in. repeat the process a couple of more times saying the steps of the procedure till students are comfortable and can say the steps of the procedure with you without hesitation.
  • Give then an example of another activity and ask them what multiple steps we follow?
  • This activity may be:
  • Growing a plant: Prepare land, sow the seed, water it etc.
  • Getting ready for school: Brush your teeth, wear your uniform, wear your shoes, pick up your bag.
  • Students may come up with slightly different steps for these procedures, which is fine. Also some activities may have just 3 or 4 steps.
  • Students may answer individually t these questions about the activities mentioned above.
  1. What do we do fist?
  2. What do we do then?
  3. What do we next, next?
  4. What do we do after that?
  5. What happens in the end?
  • Give sequence words in their notebooks to write and learn.

Activity 2

  • Ask students to fill sequence words in the blanks: as; Firs, Then, Next, after that, in the end.
  • __________ take a glass of water.
  • __________ open a bottle of red / green food colour.
  • __________, we slowly pour the colour in the glass.
  • __________, we stir the water with a spoon.
  • __________, the whole colours mixes with the water and turn it red.

Activity 3

  • Put on the board, few picture cut-outs showing a child planting a seed, then watering it and sprouting of the seed. You can draw these images on the board too. Image
  • Ask students what happens first, next, after that, and in the end. Ensure that they use the words of sequence.


Activity 4

  • Call a few students. Give them the following instructions:
  1. Face the class.
  2. Take your left arm out.
  3. Lift your right foot.
  4. Ho back to your seat.
  5. Repeat with a few more students.

Activity 5

  • Ask one student to hide a pencil in one of the pockets of his bag. Ask him to tell the other student how to find it e.g.
  1. Go to my seat
  2. Open my bag
  3. Next look in the front pocket
  4. After that look into the back pocket
  5. Look under the books
  6. You will find it there.

Activity 6

  • Distribute / draw a simple maze in which an animal has to find its way home.
  • Help them in groups by tracing the index finger to find the way. Practice a couple of times till they understand the process.

Activity 7

  • Draw simple way to the market from the school on the board. Write words like left, right, at the end, in front of, behind, over

  • Trace the way /path using the words in bold. Practice with the students till they are at ease and can trace the way using the given words.
  • Ask them to learn the words
  • Give a written activity to trace the way and fill in the blanks with the given words.

Activity 8

  • Bring pictures of some simple traffic signs/ motorway signs for rest areas.

  • Brain storm with students as to what they mean
  • Tell they must look at the signs before crossing the road.

Activity 9

  • Show them a sign which says “Don`t litter’. Tell them we must respect what the sign says.


Activity 10

  • Show them a sign that say hospital. Tell them they must not make noise if they go to hospital with their parents. Discuss with them why it is important to do so.


Activity 11

  • Show them a school notice that says’ e.g. ‘Wear winter uniform from 10th April’

  • Ask them to read it and tell what it means?
  • Instruct them to read it to their parents.
  • Show them more short school notices to read.
  • Written activities for 9 … 12 can be made using fill in the blanks, drawing, pictures / signs, match with pictures.

Activity 12

  • Tell students the meaning of key / legend (map key; maps, an explanation of the symbols used on a map)
  • Brainstorm: a few symbols for words e.g. A for a house, X for a tree, 8 for a car, Q for a wall
  • Now build up a story, e.g. a boy has to find his puppy. He has to use the symbols on the way to get the puppy.
  • Draw a maze, the boy is at one end of the maze and the puppy is at the other end.
  • Use the symbols randomly in the paths in the maze.
  • Now give instructions and ask students to trace the path using symbols as key; the  instruction may be:
  1. Go to the car
  2. Now turn to the house
  3. Go pasta tree
  4. Jump over the wall. There is the puppy.

Conclusion / Sum up

  • Ask students to come up with the tasks for which they can then tell the steps.


  • Assign students a group task in which they have to draw a key for a map. They can decide on what they want the key to show and what symbol they will choose for it.
  • Teacher is required to involve the students in solving the problems in exercise at the ed of unit.

 Follow up 





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