Time in My Day

Overview

In this lesson, students describe familiar everyday events using simple time language (for example: in the morning, after breakfast, before lunch, then, and later). They will practise speaking and writing about their own normal day.

Learning intentions

• WALT: Describe daily events using time language.
• Students will be able to order events from their day and use key time words to explain when things happen.
• Students will present their normal day to a partner or small group using time markers.

Success criteria

• I can name events from my day (morning, lunch time, afternoon, night).
• I can use time markers (before/after, then, later) in sentences about my day.
• I can put events in the correct order.
• I can share my normal day clearly with a partner.

Curriculum links

• Students use everyday language to describe and compare events in time.
• Students sequence familiar events and use basic time terms to communicate when events happen.
• Students develop number sense through matching time-related routines to a daily timeline.

Lesson structure (30 minutes)

1. 2 min — Hook: “What happens first?” Teacher shows 3–4 picture cards (wake up, breakfast, school, dinner). Students quickly point and say the first event.

2. 6 min — Teach: Time word “toolkit” Teacher introduces and models time markers with sentence frames on the board:

• “First, I …”
• “Before lunch, I …”
• “After lunch, I …”
• “Then I … / Later I …” Students repeat in chorus, then one or two volunteer to complete a frame.

3. 7 min — Hands-on: Build a day timeline In pairs, students use a simple strip timeline with 4 sections (morning, lunch, afternoon, evening). They place their own event picture cards (provided) or teacher-provided icons and practise ordering aloud using the time markers.

4. 7 min — Guided practice: Sentence starters + “Say and slide” Teacher gives each student a mini recording sheet with sentence starters. Students “say and slide” their sentence:

• Say the sentence aloud, then write/trace 1 short sentence using the starter. Neurodivergent students can use tracing, matching, or fill-in-the-blank with word cards.

5. 6 min — Share: Normal day presentations Students take turns with a partner: show their timeline, then read/say their sentences in order. Teacher listens for correct time markers and order, using a quick checklist.

6. 2 min — Exit ticket: One time sentence Students complete one sentence independently: “After lunch, I ______.” Teacher collects to check understanding.

Resources

• Picture card set of everyday events (wake up, wash, breakfast, school, play, lunch, homework, dinner, bedtime)
• Daily timeline strip with 4 labelled sections (morning, lunch, afternoon, evening)
• Time marker word cards (first, before, after, then, later)
• Student mini recording sheets with sentence starters and space to trace/write
• Marker pens/pencils, colouring pencils
• Sentence frame poster for teacher modelling
• Partner discussion prompts strip (“Show your timeline. What happens first?”)

Assessment

• Teacher observation during pair timeline building: correct ordering of events and use of time markers.
• Check student recording sheets for a complete time sentence using an appropriate starter (especially before/after).
• Exit ticket accuracy: “After lunch, I …” demonstrates time language and event understanding.

Differentiation

• Sentence starters and word bank (all students): Provide the frames and time word cards so students can focus on time language rather than spelling.
• EALD support: Allow oral responses first; provide picture supports for each event; encourage using the same starter pattern they practised in class. Provide visuals for “before/after”.
• Neurodivergent support: Use a smaller number of event cards (3 instead of 4) where needed; allow tracing or selecting words rather than full writing; include movement by having students physically place cards on the timeline.
• Extension for those ready: Students write (or record) 4–5 sentences that form a short narrative of their day, including at least three different time markers (for example first, before, after, later) and a clear sequence.

Extension (optional)

• Advanced learners: Write a short narrative titled “My Day” using 4–5 sentences. They must include at least three time markers and an ordered sequence (morning → lunch → afternoon → evening). Students can act it out while reading.