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Lesson Title: Sequencing Our Daily Routines

Name Date Grade /Age Number Length

3/7/19 Grade 3/Ages 8 4 students who Small Group

and 9 are WIDA level ESL lesson: 25-
Emily Balter ones 30 minutes

Context
Describe the student population of the school/class/group in terms of linguistic background,
language proficiency, gender, race, ethnicity, and other relevant aspects.

According to the Massachusetts Department of Elementary and Secondary Education profile of

the Donald McKay K-8 School in East Boston, 88.9 percent of students are Latino, 60.5 percent
are classified as English Language Learners, and 62.2 percent are from families of low-income
(2018). I am in a Sheltered English Immersion (SEI) third grade co-taught classroom of twenty
students. All students speak Spanish as their home language, with exception to one student who
speaks Portuguese. Students are from multiple countries including Columbia, El Salvador, Chile,
and Brazil. All four students in my ESL small group are classified as WIDA level ones.

Describe the context of the lesson, i.e. previous and subsequent lessons and units.
For my ESL group lessons, I follow a curriculum called “Inspiring Young Learners 2016”. This
curriculum comes with a short story for each unit, as well as various activities. Each unit
introduces students to five or six new vocabulary words, and through each lesson, students
practice these words through reading, speaking, grammar, and writing activities. I spend
approximately two weeks on each unit. When I fist began teaching this group, our fist unit was
focused on family. New vocabulary words included ‘dad’, ‘mom’, ‘brother’, ‘sister’,
‘grandparents’, and ‘baby’. To begin this unit, students drew, labeled, and spoke about their own
families using the sentence frame ‘I have a ______.’ For other lessons, students read a short story
about family and identified vocabulary, learned to differentiate between ‘this/these’ and
‘that/those’, practiced their fluency, and wrote short sentences using vocabulary words. Before
learning about family, students learned vocabulary related to school and feelings.
The second unit focused on parts of the house, and new vocabulary words included ‘living
room’, ‘bedroom’, ‘kitchen’, ‘bathroom’, and ‘backyard’. To begin this unit, students drew,
labeled, and spoke about parts of their own homes using the sentence frame ‘this is the _____.’
For subsequent lessons, students read a short story, which included vocabulary from both this
unit, and the family unit. While reading, students answered comprehension questions using
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guided sentence frames. Students participated in a board game where they practiced identifying
new vocabulary words using visuals, and saying these words using complete sentences. For the
last two lessons, students learned to explain and identify different types of nouns. After
identifying different nouns in the story as a person, place, thing, or animal, they sorted picture
cards into the correct noun category.
Recently, students just began a unit on daily routines. New vocabulary phrases include ‘get
dressed’, ‘brush my teeth’, ‘brush my hair’, ‘take a bath’, ‘put on pajamas’, and ‘wash my face’. For the
first lesson, students built their background knowledge on routines by beginning to draw their own
morning or afternoon routine when they get home from school or before school. In this unit, students will
read a short story about daily routines, identify and explain possessive pronouns, practice their fluency,
and practice their speaking skills, which is the focus of this lesson.

Rationale
Why did you choose this content/language foci? Why is it important? How does it relate to
students’ or community’s needs and assets, the program’s/school’s mission? What research
supports your choice of content/language foci?

This unit builds upon tier I vocabulary that students already have learned. By learning about
daily routines, they are expanding their English vocabulary knowledge. Students already have
knowledge of this vocabulary in their native language, and therefore I began this unit by having
students build their background knowledge by drawing their own routines. They each have their
own morning or afternoon routines. In this unit, students will enhance their knowledge of new
vocabulary through a short story. According to Giroir et al., by learning new vocabulary in
context, rather than in isolation, emergent bilinguals not only learn the meaning of a word, but
also how that word is used in a sentence (2015). Throughout this unit, students have many
opportunities to practice and apply their knowledge of their new vocabulary words through
reading, grammar, speaking, and writing activities, which according to Giroir, et al, help students
meaningfully acquire new vocabulary (2015).
In this lesson focused on speaking skills, I incorporate sentence frames for students to practice
using new vocabulary in complete sentences. In reference to Carrier, sentence frames help
students practice and acquire new vocabulary (2005). Additionally, in this unit, there are many
opportunities for students to show their knowledge of the content through drawings, gestures,
and visuals. Through interactive activities, students are not limited in demonstrating their
knowledge (Carrier, 2005).

Standards
List the standards your lesson targets (e.g., MA Curriculum Framework, WIDA, etc.) and
explain how your activities address them. Two examples are provided.
Standard Activity

English language learners communicate for Students will discuss the daily routine in the
social and instructional purposes within the story using sentence frames. Students will also

school setting (WIDA ELD Standard 1).
English language learners communicate
information, ideas and concepts necessary for
academic success in the content area of
language arts (WIDA ELD Standard 2)
Ask and answer questions to demonstrate
understanding of a text, referring explicitly to
the text as the basis for the answers. (MA
Curriculum Frameworks ELA RL.3.1)
Use illustrations and details in a story to
describe its characters, setting, or events. (MA
Curriculum Frameworks ELA RL.1.7)
Produce complete sentences when appropriate
to task and situation. (MA Curriculum
Frameworks ELA SL.1.6)
Identify real-life connections between words
and their use (e.g., describe people who
are friendly or helpful). (MA Curriculum
Frameworks ELA L.3.5.b)
I feel connected to other people and know how
to talk, work and play with others even when
we are different or when we disagree (Social
Justice Standards DI.3-5.9).
Objectives
Content Objectives
 Students will be able to identify the sequence of routines in a short story about daily routines.
 Students will be able to orally produce a complete sentence using a vocabulary phrase.
 Students will be able to sequence routines using visuals and their knowledge of their own
morning and afternoon routines.
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discuss the sequencing of the routine.
During the speaking game, students will
discuss the order of their routines. Students
will be able to apply their background
knowledge.
During a whole group re-read of the short story
‘Daily Routines’, students will answer
comprehension questions using sentence
frames. They will practice using their
vocabulary words in complete sentences.
Students will use visuals in the short story to
describe the order of daily routines.
During the speaking game, students will need
to orally produce complete sentences using a
specific vocabulary phrase.
During the speaking game, students will order
specific routines based on their own
background knowledge of their own morning
or afternoon daily routines.
During this lesson, students need to be
respectful of one another and listen to each
other’s ideas.
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Language Objectives

● Students will be able to explain the sequence of events in the story using the sentence
frames, ‘First, he/she is_______’ and ‘After, he/she is________.’

● Students will be able to orally produce a compete sentence using a vocabulary phrase and
the sentence frames, ‘He/She is__________.’

● Students will be able to explain the sequence of their own afternoon or morning routine
using the sentence frames, ‘First, I am_______’ and ‘After, I am_______.’

Social Justice Objectives

● Students will be able to respect and thoughtfully listen to each other’s ideas.

Materials
List all materials needed in each lesson. Give bibliographic information on books, films,
kits, etc., to be used during the lesson.

● Game board
● Vocabulary picture cards
● Visual example of a routine
● Sentence frames
● Short story: Our Daily Routines
● 5 whiteboards
Procedure (The How)
The procedure is the set of instructional steps that constitute the heart of the lesson and contains
three parts: Opening, Development, and Closing (described below). All activities need to be
differentiated to address the needs and assets of your diverse group of learners, e.g. you need to
plan for students of various proficiency levels. Number each step of the procedure and explain
exactly what you plan to do and how long it will take. Provide enough detail to allow someone
else to teach from your plan. Each step should be a few sentences in length. The number of steps
in a lesson plan will vary from lesson to lesson.

Opening (5) minutes)

To capture the interest and attention of your learners, open your lesson with a motivational
activity. Relate the lesson to previous lessons/learning; review material previously taught.
It is also important to tell the pupils the goals and rationale of this lesson.

1. To begin the lesson, the teacher will review the vocabulary phrases by reading the
vocabulary cards. Students will then apply their knowledge of routines and pronouns
through a quick whiteboard game. The teacher will write a complete sentence on her
whiteboard such as ‘He brushes his teeth.’ Students will then have to identify the
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meaning of the vocabulary phrase and pronoun, and draw a boy brushing his teeth.
Students can use visuals to help them. The student who draws a correct visual the fastest
wins that round. There will be three rounds. The other two sentences that students have to
represent will be ‘She brushes her hair.’ and ‘he puts on pajamas.’

2. The teacher will then introduce the objectives of the lesson to students: ‘I can sequence
routines’ and ‘I can explain daily routines.’ Students will repeat these objectives. The
teacher will explain the word ‘sequence’ by visually showing how routines are completed
in a specific order.

Development (20 minutes)

This section should include a series of activities that will foster learning - new content, concepts
and/or skills. Present these steps in a logical order, one activity flowing into and building upon
another. When you design these steps, consider three basic questions: "What new content,
concepts and/or skills do I want to teach the pupils? What inquiry-based/process-oriented
activities can I devise to help pupils arrive at the new learning independently? What
examples/explanations can I give to extend their new learning?" Activities should move from
simple to complex, concrete to abstract. Key questions to be used during various activities should
be included. It is through these activities that the goals and objectives will be accomplished.

1. As a whole group, both the students and the teacher will re-read the short story, Our
Daily Routines through echo reading. Students are already familiar with this text.
Throughout the story, the teacher will pause to ask questions about each daily routine.
Students will respond using the sentence frame, ‘He/She is _______.’ Students will use
the vocabulary phrase picture cards to sequence the morning and afternoon routines in the
story. After finishing the story, each student will explain the sequence of a routine in the
story using the sentence frame ‘First, he/she is________’ and ‘After, he/she is_______.
2. The teacher will introduce, explain, and model the directions for the speaking game.
Students will have a board numbered one through six. There will be six game pieces with
one vocabulary visual on each. The numbers on the game boards represent the sequence
of a morning or afternoon routine, where number one would be the first routine a student
would complete and number six would be the last routine. Students will choose which
number to place their game piece based on their knowledge of daily routines. Game
pieces will be face down and each student, one at a time, will turn a game piece over to
look at the visual. Students will then orally produce a complete sentence using the
sentence frame ‘he/she is_______.’ The pronoun students choose needs to match the
visual. The teacher will clarify that the order of routines can be different for each person.
We all do not have the exact same morning and afternoon routines. However, it would
not be realistic for someone to put on his or her pajamas before taking a bath. Students
will play this game until at least one student completes their board.
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Closing (8 minutes)

The closing includes the concluding activity and a recapitulation of the lesson's objectives and
student learning.

1. For students that did not finish their board, they will flip their pieces over and
complete their routine. All students will share their full routine with the group using
the sentence frame ‘First, I am _______’ and ‘After, I am_________.’ Students can
also explain in their native language why they chose to do specific routines before
others.

2. To conclude the lesson, the teacher will ask students what did we do today? She will
then review the objectives of the lesson so students know the learning goals that they
accomplished.

Assessment
Describe how you will determine which pupils have met the lesson goals/objectives. What
evidence will you examine while the lesson is in progress to establish which pupils are
learning? In other words, describe formative and summative assessment tools.

 During the whole group echo reading of the short story, the teacher will assess students’
ability to identify and explain the sequence of daily routines.

 During the speaking game, the teacher will assess students’ ability to identify the
meaning of a vocabulary phrase by pointing to the correct picture card, using a gesture, or
explaining the meaning in their native language.

 During the speaking game, the teacher will assess students’ ability to use vocabulary
phrases in a complete sentence.

 During the speaking game, the teacher will assess students’ ability to sequence routines in
a realistic order.

Extension
Within the lesson: Extensions are creative activities designed to extend student learning but
are not part of the original lesson. These are activities that pupils can complete in activity
centers, the library, or at home.

 Students will have their own copy of the short story to practice reading at home.

 On another day, students will play a second more challenging version of the speaking
game. Students will have their game pieces face up and they will match written sentences
with the correct visual. Students then have to match the sentence to the correct visual, and
then place their game piece on their numbered game board.

 If there is extra time during the unit, students will continue to practice their speaking
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skills by participating in a partner activity. One partner will say their routine step by step
in complete sentences and the other partner will need to draw that specific morning or
afternoon routine.

Beyond the lesson: Explain what you plan for the next lesson; explain the focus of the new
learning that will take place.

 The remainder of the unit will focus on reading fluency and writing. When practicing
fluency, students will have the opportunity to choral and echo read as a whole group.
Students will also partner read. For writing, students will practice grouping words
together to write a complete sentence accompanied by a visual. Students will also write
sentences about their own routines.

References

Carrier, K.A. (2005). Key Issues for Teaching English Language Learners in Academic
Classrooms. Middle School Journal, 4-8.

Giroir, S, Grimaldo, L.R., Vaughn, S, & Roberts, G (2015). Interactive Read-Alouds For
English Learners in the Elementary Grades. The Reading Teacher, 68 (8), 639-
648.

Massachusetts Department of Secondary and Elementary Education. Massachusetts

Curriculum Frameworks English Language Arts and Literacy. Retrieved from
http://www.doe.mass.edu/frameworks/search/SubjectSearch.aspx#high

Massachusetts Department of Secondary and Elementary Education. School and District

Profiles: Donald McKay. Retrieved from
http://profiles.doe.mass.edu/general/general.aspx?topNavID=1&leftNavId=100&
orgcode=00350080&orgtypecode=6

WIDA. English language development standards. Retrieved from

https://wida.wisc.edu/teach/standards/eld