Lesson Planning of Sequencing of Pictures

 

Lesson Planning of Sequencing of Pictures

Subject English

Grade 3^rd

Students` Learning Outcomes

• Write a few simple sentences to describe / show sequence in a picture / series of pictures.

Information for Teachers

• Sequencing is one of many skills that help students to understand what they read.

• Sequencing refers to the identification of the components of a story, such as the beginning, middle, and end, and also to the ability to retell the events whining a given text in the order in which they occurred.
  

• Instruct them to use transitional devices (then, after that, next) to show sequence in series of pictures.

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

Material / Resources

Writing board, chalk / marker, duster, a series of pictures as given in the sample taken from the newspaper or magazine (cut out 5-6 cartoon strips from newspaper / children magazines)

 

Introduction

• Tell the students that pictures can show the sequence of a process or procedures.
• The picture should be arranged in correct order to understand the sequence.

 

• Ask them where else they see visual images in a certain sequence? (TV programs, movies)

Development

Activity 1

• Recap sequential order vocabulary words or transitional devices like “first”, “next”, “then”, and “finally”.
• Write the words first, next, then, finally on the board.
• Ask the students about their daily routines, for example, going to bed.

 

• Ask them the following questions:

1. 1. What do you do first?
   2. What do you do then?
   3. What do you do next?
   4. What do you do after that?

• Write their answers in front of the words, for example:

1. 1. First you brush your teeth.
   2. Next you put on your sleeping suit.
   3. Then you listen to a story.
   4. Finally you go to sleep.

• Students may come up with slightly different steps for the routine, which is fine.
• Students may answer individually to the questions about the routine mentioned above.

Activity 2

• Show the students some pictures.

 

 

• Ask the students what they can see in each picture, one by one.
• Ask the students about thee first picture;

1. 1. What do you see in the first picture?
   2. What do you see in the second picture?

• Tell them to give their answer in a complete sentence.
• Allow different answers, don`t tell students the correct answer or give your input at this time.
• Continue in the same manner until a simple description of the activity is completed.
• Write down the sentences under each picture. (More than one sentence could be correct).
• Encourage all students to participate in the activity.

 

• Suggested answers as following;

a.       First, the girl is mixing something in a bowl.

b.      Then, the boy is rolling the dough with a wooden roller.

c.       After that the girl is cutting the biscuits /cookies in different shapes.

d.      Finally, the baked biscuits / cookies are in a plate.

• • e.       There may be more than one correct response.
• Accept all of them.

Activity 3

Display the pictures (not in any sequence) on the chart / writing board.

 

Encourage them to describe each picture, in full sentences (not in phrases or words).

The sentences should be in the correct order.

Give feedback and make corrections on the spot.

Involve all the students in the activity.

Sum up / Conclusion

Tell the students that the sequence of a process can be guessed by looking at the pictures.

Tell them this is a step towards the longer writing assignments they would be doing later.

Repeat that we use transitional devices to show sequence of a process or procedures.

 

Assessment

• Ask the students to look at the pictures and write one sentence for each picture in the notebooks.
  

 

• Tell those difficult words or the spellings of words if required.

 

Follow up

• Rewrite sentences o pictures after making corrections.
• Brainstorm on what other events can be shown in sequence through pictures.
• Ask students to draw a set of three pictures in groups. Each group will present their pictures and the rest of the class will guess the sequence.
• For example, as such; a set of pictures to show morning, evening, and night scene (sunrise, sunset, and darkness)

 

• Growth of plant: Sowing a seed, watering it, a picture of grown plant.
• Breaking something:  A picture of a glass on a table, one picture when it is falling off the table but has not reached the ground yet, the third picture showing broken pieces of glass