Illustrating Procedures

Overview

In this lesson (Lesson 9 of 15), students add a drawing that helps a reader understand their written procedure. They practise how pictures match the steps in sequence and how a simple illustration supports meaning.

Learning intentions

• WALT create illustrations to complement our written procedures.
• WALT identify what to draw for at least one step so the picture helps the reader follow.
• WALT use a simple sentence-picture match: “In step __, I do __” with a drawing that shows it.

Success criteria

• I can add at least one helpful picture to my procedure that matches a step.
• I can place my picture so it clearly supports the correct part of my writing.
• I can check that my picture shows the main action (not just decoration).

Curriculum links

• English (Language and Literacy): explore how texts are organised according to their purpose, such as to instruct (procedure) and recognise that structure may include words and pictures.
• English (Literacy): use comprehension strategies and growing context to build literal meaning from text and images.
• English (Literacy): create and re-read to edit short written and/or multimodal texts using simple sentences and correct spacing/punctuation; apply emerging knowledge of structure and grammar.
• English (Literacy): use interaction skills such as turn-taking and active listening during guided sharing of drafts.

Lesson structure (30 minutes)

1. 0–4 min · Warm-up: “Picture it!” Teacher shows 2 quick, teacher-made procedure sentences with blank space for a picture (e.g., “Step 1: Wash your hands.” “Step 2: Turn off the tap.”) and asks: “What would you draw to help?” Students point to what they would draw (action-based, not scenery).

2. 4–10 min · Explicit teach: How to choose a helpful picture Teacher models with a projected or poster procedure draft from the class unit:

• Choose one step.
• Draw the action in the step.
• Add simple details that matter (what tool/object, where).
• Match the picture position to the step order (so the reader doesn’t get confused). Teacher uses a “thumbs checklist”: “Does it show the main action? Is it in the right step?” Students repeat the checklist orally.

3. 10–18 min · Guided practice: Step-to-picture matching Teacher gives a small set of sentence strips (3–4) plus picture choice cards (or pre-drawn icons). Students, in pairs, match one sentence strip to one picture card and explain using a sentence starter: “I chose this because it shows …” Teacher listens and corrects gently, focusing on action and step order.

4. 18–28 min · Independent task: Draw and add to own procedure (Dyslexia-friendly template) Students use their procedure writing from previous lessons and complete an outlined drawing box template (one box for Step 1 or one chosen step).

• Students lightly practise drawing the main action first on a scrap sheet.
• Then they draw in the template box, colouring only if they have time.
• Students write one short label if ready (e.g., “wash hands”, “cut paper”), otherwise teacher-approved word or initial only. Teacher circulates, checks step-picture alignment, and prompts: “Which step is this? Does your drawing show that action?”

5. 28–30 min · Share-out: “Helpful picture, right step” Students do a quick gallery walk to show their picture to a partner (30–60 seconds each). Partners use one question: “What step is this picture helping?”

Resources

• Students’ procedure drafts from the unit
• Dyslexia-friendly drawing templates: outlined boxes with arrows or step numbers
• Pencil crayons/colouring pencils (optional)
• Sentence starter cards (e.g., “This picture shows step __.”)
• Sentence strips and picture choice cards (teacher-prepared)
• Teacher model poster or digital slide with a procedure and blank picture area
• Scrap paper for planning drawings
• Clipboard/paper for quick teacher checks

Assessment

• Teacher formative checklist during circulation: picture matches the chosen step and shows the main action.
• Pair matching activity: listen for explanations that connect sentence meaning to the picture.
• Quick share-out: student can identify “which step my picture supports.”

Differentiation

• Support:
• Provide templates with only one drawing box (or two if ready) and step numbers already printed.
• Offer pre-selected picture prompts (tool/action icons) to reduce drawing load.
• Provide sentence starters and allow labels using a word bank.
• Dyslexia-friendly option: allow students to use tracing outlines of simple action icons before drawing.
• Extension (advanced learners):
• Create two illustration boxes (for Step 1 and Step 2) and add a simple label for each.
• Add a small “what you need” icon (e.g., soap, scissors) only if it supports the step action.
• EAL/SEN considerations:
• Use clear, gesture-based modelling for the action in each step.
• Accept non-standard spelling for labels; assess picture-step alignment and clarity.

Extension (optional)

• Create a comic strip version of their procedure: 3 panels showing Step 1, Step 2, Step 3 (with picture-first planning).