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Illustrating Your Daily Routine

Jason Kozel

DESCRIPTION OF GRAPHIC MATERIALS – ESL morning routine video: This video is of a woman getting ready for work in the morning. It goes through her entire routine from when she awakes to when she departs for work. http://www.teachertube.com/view_video.php?viewkey=a811d0c45ce03c1c93a2

LESSON PLAN TITLE – Illustrating Your Daily Routine in English

DISCIPLINE / TOPIC – English as a Foreign Language: This lesson is part of a unit on using ordinal numbers and the past tense.

TARGET POPULATION:

Grade Level: American High School (10-12), Korean High School (1-2)

Population Characteristics: -- Homogenous population, ability levels vary greatly—class grouping is based on age not ability.

Lesson Groupings: This lesson is designed to be implemented with students working in pairs.

CURRICULUM LINKS -- Prior to this lesson students will have designed a timeline using ordinal numbers first as a class, and second individually. The timeline as a class will have covered the teacher’s morning routine and the individually completed timelines would have been based upon a short film. The lesson that follows will involved the use of ordinal numbers and the future tense—predictions.

OBJECTIVES –

After completing this lesson students will be able to…

· …use ordinal numbers to plot a routine or sequence.

· …demonstrate an understanding of ordinal numbers as they are used in conjunction with the past tense.

· …create a graphical representation of their timeline.

· …judge the fluency of their written English language proficiency as evidenced by thoughtful revision.

NONPRINT MEDIA LITERACY OBJECTIVES –

After completing this lesson students will be able to…

· …use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence).

· …collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.

http://cnets.iste.org/students/s_profile-912.html

MATERIALS / TIME – This lesson is designed to be implemented over one class period (50 minutes).

Materials needed:

· Computer with projector attached.

· Markers—20 sets

· Paper and/or poster board

SCOPE & SEQUENCE -- outline of lesson itself; what you will teach and in what order; include the major points you want to make, all the activities students will undertake, and the products they will deliver at the lesson's end

· Teacher will begin by stating the objectives of the lesson in plain English.

· Students will work in pairs at their tables. Students will choose their own partners.

· Students will watch the video depicting a morning routine.

· Using the provided handout, Students will integrate each other’s morning routines and plot out one sequence reflecting these results.

· Students will work together to develop a simple illustration for each step in their sequence.

· Additional time will be given to students who require it.

SUPPLEMENTARY MATERIALS –

· Sequence handout

EVALUATION OF STUDENTS –

Evaluation will be based upon the rubric below.

Objectives	Accomplished	Developing	Unacceptable
Student used ordinal numbers to plot a routine or sequence.	Student thoughtfully used ordinal numbers to plot a routine or sequence.	Student used ordinal numbers to plot a routine or sequence that satisfied the minimum requirements for the activity.	Student did not or only sometimes used ordinal numbers to plot a routine or sequence.
Student demonstrated an understanding of ordinal numbers as they are used in conjunction with the past tense.	Student demonstrated an in depth understanding of ordinal numbers as they are used in conjunction with the past tense.	Student demonstrated a basic understanding of ordinal numbers as they are used in conjunction with the past tense.	Student did not demonstrate an understanding of ordinal numbers as they are used in conjunction with the past tense.
Student created a graphical representation of their timeline.	Student created an intelligent and creative graphical representation of their timeline.	Student created a graphical representation of their timeline that satisfied the minimum requirements for the activity.	Student did not create or created a lacking graphical representation of their timeline.
Student judged the fluency of their written English language proficiency as evidenced by thoughtful revision.	Student judged the fluency of their written English language proficiency as evidenced by thoughtful and thorough revision.	Student judged the fluency of their written English language proficiency as evidenced by effortful revision.	Student did not judge the fluency of their written English language proficiency.
Student used technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence).	Student successfully used technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence).	Student used technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence) that satisfied the minimum requirements for the activity.	Student did not use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence).
Student collaborated with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.	Student successfully collaborated with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.	Student collaborated with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works to satisfy the minimum requirements of the activity.	Student did not collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.

EVALUATION OF THE LESSON --

This lesson will be considered successful if students work together well to create a coherent and interesting morning routine sequence. Students should be enthusiastic and engage themselves with the topic and the materials. A successful lesson may also be gauged by students’ recall of this lesson in the succeeding lesson where we will tackle the future tense using ordinal numbers.

Sequence Worksheet

What is your morning routine? What do you do in the morning?

First,

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__________________,

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____________________,

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___________________,

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