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 |
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 |
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 Yus routine.(Poster/clock distributors prepare the materials.) | 1.3 |
BK |
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 |
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 Yus 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. |
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Copyright © Margaret Dyer