What time do you get up? - Schedule book
Name of Teacher: Kira-Ann Hayashi
Class/Grade/Language Level: Grades 4 and 5
Textbook and specific lesson: Let’s Try 2 Unit 9 “This is my day” and We Can 1 Unit 4 “What time do you get up?”
Goal: Create a schedule book to be able to communicate student’s own daily schedule and use the book to present in groups or in front of the class.
Preparation: Teacher creates a worksheet that students can use from the first lesson of the unit. A sample of the finished booklet (can ask ALT to make one), and large copies of the pages to write as a class are also helpful. ('This is My Day' Workbook)
Class time: 10-20 minutes per class for 4 class periods (or however many class periods the unit has been divided into).
This is a unit goal project that I created and used twice for 4th grade classes for Let’s Try 2 “This is my day” unit 9 as well as for once for the 5th grade “What time do you get up?” Unit 4 lessons. The purpose was to give students a more concrete end goal for the lesson that is personalized to their own lives, give them a physical resource that they can use to refer back to, and also have something that can be used to supplement communication activities. It also gives the 4th graders a chance to try and write.
Before class: The teacher creates a worksheet that is modified to the unit and class lesson. For example, advanced classes could copy entire sentences (“I get up at 7:00”) but for classes unfamiliar with the alphabet, the worksheet could have fill in the blanks (“I get up at ______”). The worksheets basically just have a title page for their name, and booklet pages that have space for a drawing, the sentence, and maybe an empty clock face for extra context. The number of pages could also be modified depending on class level. More pages for faster classes or less pages to make it more manageable.
- Teacher decides which phrases to have the students focus on for that unit (to include in the book) then splits those phrases over the number of class periods to only be doing 1 or 2 per class.
- Depending on where it fits into the schedule you can have the students write the page before a communication activity so they can refer to it, or have it follow a communication activity where they become familiar with the target phrase.
- During writing time, the class should write together with the teacher writing on a large version of the booklet or on the chalkboard with guide lines written.
- Note: the students shouldn’t be given too much time to draw. They can add more at home/at other times.
- On the last lesson of the unit, students can present their mini schedules in groups, in front of the class, or in a communication activity.
Materials: All that is really needed is a printed worksheet (1 per student) and maybe decorative tape to bind the book together at the end. If time, printing large copies of the worksheet to use during the writing time might be helpful but not necessary. The students already have the rest of the materials such as scissors and colored pencils.