CURRICULUM INFORMATION

Lesson Sample
Building Proficient Language Speakers: a K-12 Model
Curriculum Overview


EXCERPT FROM SCHOOL UNIT
"My Daily Routine” Lesson Plan

Functional Objectives 1. Students will be able to describe their daily routine including the time that they do each activity.
2. Students will be able to understand some cultural differences between the daily routines of Japanese and American students.
Prior Knowledge Students have been introduced to Mizushima Yu, a Japanese student featured in Deai picture series. They know about her family, friends and hobbies, her age and where she lives.
Students also know how to tell time. They have had one introductory lesson to daily routine
Context Students learn about a student from Japan. They will learn about Japanese daily routines and they will describe their own daily routines.
Vocabulary & Structures Wake up, eat breakfast, wash face, get dressed, leave the house, study, eat lunch, go home, eat dinner, take a bath, do homework, go to sleep



*TS = Targeted Standard MI = Multiple Intelligence


STEP ACTIVITY MATERIALS TS MI
Opening
(1 min)
Students lead the opening greeting (aisatsu) None 2.2 VL
BK
Setting Stage
(3 min)
Teacher acts out daily routine using TPR-S style. Robe, soap, clothes, play food, backpack, etc.

1.2
2.2

VS
VL
 
Comp. Input
(2 min)
Teacher reviews daily routine by asking yes/no, either/or questions. Flip chart picture series of daily routine. 1.2
VS
VL
Comp. Input
(2 min)
TPR to review daily routine. Students stand and follow along. Gestures for daily routine activities. 1.2
2.2
VS
BK
Comp. Input
(5 min)
Students line up cards, then karuta (card touching) game. Teacher calls. Card sets of daily routine (in folder on desk). 1.2 VS
VL
 
Comp. Check
(5 min)
Students place number next to the picture as the teacher calls out. Worksheet of daily routines. 1.2 VL
Comp. Check
(7 min)
Teacher asks “What is this?” with picture panels and hands one to each pair. In pairs, students line up in order from waking up to sleep. Students call out and act out each activity. Large pictures of Mizushima Yu’s routine.(Poster/clock distributors prepare the materials.) 1.3

BK
VL
Inter

Guided Prac.
(8 min)
Students go to poster/clock station and put picture down. They adjust clock to an appropriate time. Then say the time and the activity. Ex: I wake up at 6.
Students rotate in opposite directions.
Poster stations and clock with movable hands put in a circle around room.

1.1

Inter
LM
VL
VS

Comp. Check
Transition
(3 min)
Students take picture from their last rotation and return it to the board over the written sentence for the routine. Large pictures of Mizushima Yu’s routine.
(Pick up posters/clocks)

1.2


BK
VL
Inter
 
Application
(7 min)
Students use their “film strip” daily routine homework to tell their partners about their daily routine. Report out. Completed film strip homework. 1.1 Inter
VL
VS
Application
(10 min)
Students perform skits demonstrating daily routine in Japan and in America. Audience must decide which is which. Student prepared skits with props 4.2
5.2
VL
BK
 
Closing 1
(5 min)
Class discussion in English about cultural differences highlighted in skits and from picture panels. Skits and picture panels 4.2
5.2
Intra
VL
Homework
(1 min)
Students write their daily routine in Japanese and their reflections on cultural differences/similarities in English based on a survey. Students “film strip” routine pictures and
cross cultural survey
4.2
5.2
Inter
VL
Closing 2
(1 min)
Students lead the closing greeting (aisatsu) None 2.2 VL
BK
 
TOTAL TIME
60 min
NOTE: the lesson is conducted entirely in Japanese except for the cultural discussion component.

Prior to the lesson:
Yu’s daily routine picture panels are hanging on the front board with magnets.
All materials for the lesson are placed on the students’ desk in folders.
All students have assigned responsibilities:


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Building Proficient Language Speakers: a K-12 Model
Curriculum Overview

Copyright © Margaret Dyer