Exploring Daily Routines

Unit: Cultural Connections and Wellbeing

Year: 10
Subject: Languages (focus on daily routines and wellbeing vocabulary)
Class Size: 12 students
Duration: 60 minutes

WALT

We Are Learning To discuss and describe our daily routines in the target language and understand how these routines can affect our health and wellbeing.

Success Criteria

I can use key vocabulary related to daily activities and wellbeing.
I can describe my own daily routine and ask about others' routines using simple sentences.
I can explain how my routine affects my health and wellbeing in a few sentences.
I can participate in conversations about routines, demonstrating culturally appropriate language.

Curriculum Links (NSW Languages Curriculum Framework - Years 9 and 10)

Interacting: Initiate and sustain exchanges about personal worlds such as daily routines and wellbeing.
Creating: Use language structures and vocabulary related to daily activities, health, and wellbeing to create spoken or written texts.
Reflecting: Reflect on one’s own language use and cultural identity, relating daily routines to wellbeing in different cultural contexts.

These align with the achievement standards which expect students by Year 10 to "initiate and sustain interactions in the target language to exchange ideas and experiences about personal worlds" and to "synthesise information related to health and daily life, adjusting language to suit context and audience".

Lesson Breakdown

Time	Activity	Description	Resources / Differentiation
0-5m	Introduction & WALT review	Welcome students, introduce the lesson topic and WALT. Set positive tone and connect with students' own routines. Use a simple oral question to start (e.g., "What time do you get up?").	Whiteboard, WALT displayed, oral questioning for engagement, visual aids for dyslexia-friendly understanding.
5-15m	Vocabulary Presentation	Present vocabulary related to daily routines and wellbeing (e.g., wake up, eat breakfast, exercise, sleep, relax). Use images and short video clips to support meaning. Emphasise pronunciation and meaning with modelling.	Flashcards, multimedia projector, vocabulary list in dyslexia-friendly font, physical gestures.
15-25m	Guided Practice: Pair Interviews	Students pair up to ask and answer about their daily routines using scaffolded sentence starters on a worksheet. Include prompts linking routines to health (e.g., "I eat breakfast because..."). Circulate to support and encourage correct pronunciation and expression.	Worksheet with sentence starters + vocabulary bank, role-play cards. Differentiation by pairing stronger and developing language learners.
25-35m	Group Discussion: Routines and Wellbeing	In small groups, students discuss questions on how daily routines impact their health and wellbeing (e.g., "Why is sleep important?" or "How does exercise make you feel?"). Teacher models answers first, then students contribute ideas. Use a think-pair-share approach.	Discussion prompts on cards, visual aids depicting health/wellbeing, prompts simplified for diverse learners. Extension: advanced learners justify their opinions.
35-45m	Creative Task: Daily Routine Diary Entry	Students write a short diary entry, describing their daily routine and reflecting on how it affects their health and wellbeing. Provide a writing scaffold with sentence starters and vocabulary list. Offer dyslexia-friendly reading/writing templates. Allow them to draw alongside text if helpful.	Writing template worksheets, vocabulary charts, example diary entry. Extension for advanced learners: include reflections comparing cultural routines (e.g., "In [target culture], people...").
45-55m	Oral Sharing	Volunteers share their diary entries or describe their routines orally. Teacher and classmates provide positive feedback using a rubric focused on vocabulary use, sentence structure, and pronunciation.	Encouragement and positive reinforcement posters. Use a simple rubric displayed visually. Dyslexia-friendly notes available to assist speakers.
55-60m	Plenary and Exit Ticket	Recap the key vocabulary and ideas learned. Students write one new word and one sentence about their routine and how it impacts wellbeing on sticky notes or mini whiteboards to share. Close with a positive affirmation.	Sticky notes or mini whiteboards, display board for exit tickets.

Differentiation Strategies

For Diverse Learners:
- Visual supports like pictures, flashcards, and videos.
- Sentence starters and vocabulary banks to reduce cognitive load.
- Paired work encourages peer support.
- Dyslexia-friendly fonts and reading materials (clear spacing, simple fonts, colour contrasts).
- Allow drawing or mind-mapping for expressing ideas.
For Advanced Learners:
- Encourage use of more complex sentence structures (e.g., conjunctions, adverbs).
- Ask for explanations or justifications on how routines affect wellbeing.
- Compare routines with those in other cultures or languages studied.
- Invite to create mini-presentations for upcoming lessons.

Resources Needed

Projector or interactive whiteboard
Flashcards and images related to daily routines and health
Worksheets with sentence starters and vocab banks
Dyslexia-friendly reading/writing templates
Sticky notes or mini whiteboards for exit tickets

Reflection and Assessment

Informal assessment through observation of pair and group discussions (engagement and use of vocabulary).
Check diary entries for accuracy of vocabulary and sentence structure.
Oral sharing provides assessment of pronunciation and fluency.
Exit tickets give quick feedback on individual understanding.

This lesson plan provides a structured but flexible approach that directly aligns with the NSW Languages curriculum for Year 10, focusing on personal worlds and wellbeing within cultural contexts. It balances language skills with cognitive understanding of health impacts, ready to engage 12 students at different levels through multimedia, interaction, and personal reflection. The integration of dyslexia-friendly materials and varied learning modalities hopes to 'wow' teachers seeking inclusive and innovative strategies.

Teaching Instructions