Date: March 29 2016

Teacher Name: Medine SOYLEMEZ

Lesson Plan Type: 5 step lesson plan (it includes 1. opening, 2. intro to new
material (I do), 3. guided practice (we do),4. independent practice (you do), and
4. the closing. )

Grade Level: 3rd grade

Subject/Topic: ESL / Daily routines and times of the day

TimeLine: 40'

TEKS objectives: TEKS 114.21 Chapter 114c

Knowledge & Skills

1)Communication
c) Present information using familiar words to listeners.

Lesson objectives: By the end of the lesson students will be able to:
- use simple present tense positive state form to form informational sentences to talk
about their daily routines.
- use the structure taught, as the simple present tense positive statement form to tell
different times of the day
- use structures as What time do you...?, I .... at 8 in the morning., When do
you ..? to ask and answer about daily routines of people around.
- use the target vocabulary as morning, afternoon, evening, night, wake up, get up,
eat breakfast, eat lunch, eat dinner, go to school, start school, go home, arrive
home, watch TV, do homework, go to bed

Materials:
- Flashcards
- Computer
- Projector
- A clock with hands that can be moved (either real or a craft clock)
- Board with markers
- Handouts

Introduction (Set Induction/Anticipatory Set + Specific Content to be taught)

- Students are asked to revise the subject taught in the previous lesson; telling the
time and the morning routines.
- 4 times of the day: morning, afternoon, evening and night will be introduced.

- target vocabulary will be presented written on the board using visuals

- needed structure as asking and telling time, telling about the morning/daily routines
will be given once more
SET INDUCTION: After the greetings students are asked whether they tried to use
the new structure using simple present tense for the morning routines. The teacher
gives some examples of the use. Students watch the song clip already learned
morning routine for kids. The video is reflected on the projector and the students
are let to sing along. https://youtu.be/ajg1ebnm3lo?list=RDQMNDzdwp9Ibyg. Then
they are asked what they do in the mornings at weekdays and weekend. Their
answers are written on the board under the headline MORNING. Worksheet 1 (my
daily routine in the morning) will be completed. The other headlines are written next
to each other and ask students to put some words under the new headlines as
afternoon, evening and night. When there is enough word (verbs and nouns) the
new a new song is watched. https://youtu.be/k0FHGnc6iHg. This song is about a
person who goes to work so the students are asked to modify the song according to
their daily routines using the words written on the board. They are helped to find
rhyming words to make it more like the song they listen. Then worksheet 2 is given
to let the students have an idea of how to use simple present tense positive
statement form. It would be read by the teacher and the students are asked to fill in
it.
Instructional Activities and Procedures:
1. At the beginning of the lessons set induction is applied by using the song already
learned in the previous lesson. This consists the first two steps of the 5 Step Lesson
Plan as opening and the intro to the new material.
2. We play a game by forming the students in groups first. I prepare 4 boxes by
writing the morning, afternoon, evening and night on them. I place them in different
places of the classroom and divide the students into groups of four. Each student will
be one part of the day. They are given some small objects on their tables.
3. I model the activity by holding up a flashcard and saying the verb for example
afternoon one. It must be their decision to put which item to which box. I ask them to
think wisely to put them into the right box because in the end the group who finishes
placing the all the objects first will be the winner. All the objects for each group are
different.
4. I draw a chart about the times of the day on the board.

In the morning
- I wake up
- etc.
In the afternoon
- I eat lunch

In the evening
- I watch TV
- etc.
-

At night
- I go to bed

- etc.
- etc.
Students are given the same chard as a worksheet. I model the activity as taking a
random flashcard and show it to the class and say it aloud (dress up) then I stick
the card on the chard in the morning column. Then I ask some of the students to
come to the board and do the same. The next step is to write complete sentences
using the words stuck on the board by using the correct structure. I write the
sentence on the boar as I dress up in the morning or In the morning, I dress up.
5. Students were taught asking and telling the time in the previous lesson. I use the
same chart to add time. First I show dress up' from the chart and read the sentence
aloud. Then I gesture dressing and then look up my watch and say I dress up at
7.45. I use the craft clock to show them the time. Then I set the time to 8 and say I
eat lunch at 8 in the morning and let them say Nooooo!. I ask some students to use
the clock to set a time and select an activity they do at that time from the chart we
already use. Students are asked to fill in the worksheet follows this activity.
6. Students are given a worksheet about asking the time of an activity as a survey.
What time do you .?. They need to ask one of their classmates the questions
given on that worksheet and write the answers properly using the new structure and
the vocabulary.
Student A: What time do you (wake up)? Student B: I (wake up) at (7 o'clock) (in the
morning).
I can let the students stand up and mingle while filling out the surveys.
7. Students will act a short theater play. They form pairs. One would be the narrator
the other is the actor. They are given time to prepare a very short day list. They
would come to the board and while one reads the story the other acts the activities
he/she reads. I encourage them to make it funny by adding some extra parts as ride
a bike or wait for the bus.
Ken (narrating): Hello, my name is Erika!
Erika: (waves to audience)
Ken: I wake up at 7 o'clock in the morning.
Erika: (Pretends to sleep, wake up, stretch and yawn, etc.)
Ken: I eat breakfast at 7:30 in the morning.
Erika: (Pretends to eat cereal, drink juice, etc.)

Modifications/Differentiated Instruction:
The songs we listen and the games played are widely open to be modified or
differentiated accordingly due to the class mood.
1. The daily routine song is modified to their own daily routine.

2. After the box game students can be asked to give alternative answers. For
example one put the beans in the morning box. He says they eat beans for
breakfast.
3. In filling the chart students can be asked to create their own charts instead of
giving them a worksheet.
5. For the theater game instead of letting students to be prepared in pairs they are
selected randomly so the actor doesn't know what the narrator writes in advance.
He/she must act what the narrator says at that time. It can be more challenging and
fun.
4. By the end of the lesson if we still have time some reading can be done. The book
is about an aliens daily routines. By showing the pictures on from the projector
students are asked what they normally do at that time of the day as the activities the
alien does are abnormal such as waking up at 2 pm or going to another planet for
lunch by a spaceship in the evening.

Evaluation Students are given the worksheet Daily Routine to match the words with
the pictures by inserting the correct number into the circle. After done they are asked
to take a marker and check for the answers. We ask the students to give the answer
and put check marks on their worksheets. I want them to write their names on the
worksheet as I collect them for grading. After this activity I ask them to talk about
their daily routines by asking some questions such as What time do you have art
lesson? or When do you go home?
Before finishing the students are asked to fill in the worksheet Daily Routines For
Students worksheet at home as a homework. As an alternation students can be
asked to draw a clock and write the activity on the time it is done.

Closure: Before finishing the lesson students I briefly summarize the subject. I first
mention about the morning routines we already learned and then the daily routines
we studies that day. I ask them the time and want to tell what lessons they normally
have at that time. For example you study math at 8 in the morning, I have lesson
with 4B at 2 in the afternoon. They can also give example about the weekend and I
mention about the upcoming subject as the use of simple present tense for the 3 rd
singular person using the daily routines very short to keep them alert for the next
lesson. They are told that they are going to be able to talk about others daily
routines if they learn theirs first.

Worksheets

Worksheet 1. for set inductions