Animal Art Steps

Overview

In this lesson, students follow a simple procedural text together to create an animal-themed art product. They practise listening for sequence words, using materials safely, and explaining what they did.

Learning intentions

• Students will follow a short, teacher-modelled procedural text with step-by-step actions.
• Students will identify and use sequence language such as first, next, then, and last.
• Students will talk about their process using simple complete sentences.
• Students will demonstrate correct hand and tool use while working collaboratively.

Success criteria

• I can follow the steps of a procedural text in the correct order to make our animal art.
• I can use sequence words when I explain what I did.
• I can ask for help or clarify a step if I am unsure.
• I can contribute to our group by sharing materials and working safely.

Curriculum links

• English: listen to and use procedural texts, including simple sequencing and instructions.
• English: use spoken language to communicate ideas clearly for a familiar purpose.
• Literacy: participate in shared reading and shared writing of short, structured texts.
• Personal and social capability: work collaboratively, taking turns and following agreed roles.

Lesson structure (45 minutes)

1. 5 min – Warm-up and goal

• Show the class a completed example of the animal art (or a picture) and ask: “What do you think we need to do first?”
• Read the procedural text title aloud: “Following a Procedural Text 1” and explain they will create it by following steps together.

2. 8 min – Shared reading of the procedure

• Display the procedural text with 4 short steps and pictures (e.g., draw an animal body, add features, colour, add a finishing detail).
• Re-read it slowly, pointing to each step as you go, and highlight sequence words (first, next, then, last). Students echo the sequence words.

3. 3 min – Safety and roles

• Rehearse safe tool use (scissors, glue, pencils/crayons as appropriate) using a quick “We do / We don’t” routine.
• Assign simple group roles: Materials helper, Recorder (who points to the step), and Safety checker.

4. 20 min – Create using “follow and do”

• Students work in one small group of 6 at a shared table with materials ready.
• Step-by-step: announce “First…”, then pause for students to finish that step before moving to “Next…”.
• Use the text and pictures as the reference point. If mistakes happen, pause and point back to the correct step: “Let’s check what the text says next.”

5. 6 min – Quick process talk

• Conduct a short “Turn and tell” in pairs, then share with the whole group. Prompts: “First I… Next I… Then I… Last I…”
• Teacher circulates, checking that students use sequence words and can name at least two actions.

6. 3 min – Reflection and celebration

• Ask: “Which step was tricky? What helped you?”
• Congratulate students for following steps, working safely, and using group roles.

Resources

• A short procedural text on display with 4 steps and pictures (large print for visibility)
• Completed example image or sample artwork
• Paper or card suitable for Year 2–3 (animal template optional)
• Crayons/colouring pencils/markers, glue sticks, child-safe scissors (if used), pencils
• A materials tray with pre-set items for efficient group work
• Role cards (Materials helper, Recorder, Safety checker)
• Timer or visual countdown
• Student clipboards or scrap paper for a mini “First/Next/Then/Last” recording (optional)

Assessment

• Observe whether students follow steps in the correct order during the activity.
• Listen during the process talk for correct or developing use of sequence words and clear action sentences.
• Note participation and collaboration: turn-taking, requesting help appropriately, and safe tool behaviour.

Differentiation

• Support:
• Provide a simplified procedural text with fewer words and bigger pictures; allow students to point to each step rather than read independently.
• Offer sentence starters: “First I…”, “Next I…”, “Then I…”, “Last I…”.
• Use a teacher-led “stop and check” at each step for students needing extra processing time.
• Extension:
• Ask students to add a “tricky step” tip: “If it is hard, you can…” using a single sentence.
• Invite one student to reorder a step card with teacher support (“Which step comes next?”).
• EAL:
• Emphasise gestures for sequence words (first—start point, next—move, last—finish) and repeat the procedure multiple times.
• Accept oral responses in any language structure; model the target sentence frames for them to echo.
• SEN:
• Provide reduced information load: fewer step choices on the display (cover completed steps with a flap).
• Use a matched fine-motor option (pre-cut shapes, thicker crayons) if needed.