Getting Around by Transit

Overview

In this 60-minute summer school ELA mini-lesson, students practise everyday English for transit and locations, then use that language to write a short, clear message. The focus is on understanding meaning, speaking with support, and writing a brief paragraph with correct basics.

Learning intentions

• Students will be able to understand and use common transit and place words in simple sentences.
• Students will participate in a guided conversation using question and response starters.
• Students will write a short message to request information (route, stop, schedule, fare, seat).
• Students will revise for clarity by checking spelling, capitals, and end punctuation.

Success criteria

• I can use at least 6 transit/place words from the word list in my speaking or writing.
• I can ask a question (for example: “What is the route?” “When is the next bus?”).
• I can write 4–6 sentences that are easy to understand.
• I can use a capital letter at the start and a period/question mark at the end of my sentences.

Curriculum links

• Oral communication: express ideas clearly and participate in brief conversations with teacher support.
• Reading: demonstrate understanding of short, practical texts through retelling or selecting information.
• Writing: use the writing process to produce short texts with a clear purpose and simple structure.
• Language conventions: use sentence basics (capital letters, end punctuation, common spelling patterns).

Lesson structure (60 minutes)

1. 0–5 min: Warm welcome + quick model

• Greet students using a few phrases from the teacher list (for example: “Good morning. How’s it going?”).
• Teacher models 2 transit questions and answers: “What’s up?” (friendly greeting) and “Where is the bus stop?” (real purpose for the lesson).

2. 5–15 min: Word bank sorting (teacher-led)

• Display the word list and have students sort words into two categories:
• Transit (bus, stop, route, driver, passenger, fare, ticket, seat, schedule, station, ride)
• Places/needs (bathroom, sink, shower, mirror, soap, towel, trash can, drain, toilet paper)
• Students repeat chorally and then choose 6 words to add to their personal “My Words” list (on paper or a notebook).

3. 15–25 min: Guided speaking practice (pair + teacher support)

• Teacher provides sentence frames; students choose one to practise:
• “What is the route to ___?”
• “When is the next bus?”
• “How much is the fare?”
• “Where is the nearest ___?”
• “I need a ticket. Can I enter?”
• Students practise with a partner (or teacher if only one student) using simple role-play: passenger asking; driver/operator responding.

4. 25–35 min: Read a short practical text (teacher read-aloud)

• Teacher reads a brief example (board/printed) containing transit info and one place reference, such as bathroom location on a route:
• “Next bus leaves at 4:15. The route stops at Maple Station. The driver will check your ticket. The bathroom is near the sink.”
• Student identifies 3 details with teacher prompting: time/schedule, stop/station, and one place word.

5. 35–48 min: Write a message (independent with support)

• Task: Write a 4–6 sentence note to ask for transit information and include one place word. Example purpose: “Ask for the next bus and where the bathroom is.”
• Teacher reminds the structure:
• Sentence 1: greeting (optional) or introduction (“Hi.” / “Hello.”)
• Sentence 2–3: questions about route/schedule/fare
• Sentence 4: request about a place (bathroom/sink/mirror/trash can)
• Final sentence: thanks or closing (“Thank you.”)
• Teacher circulates and supports with sentence starters and word bank copying as needed.

6. 48–55 min: Editing check (quick conference)

• Students do a “clarity check” using a simple rubric:
• Capitals at the start of sentences
• End punctuation (period or question mark)
• Correct use of at least 6 target words
• Teacher gives one specific feedback point and one next-step suggestion.

7. 55–60 min: Share + exit ticket

• Student reads their message aloud once.
• Exit ticket: Teacher asks one question based on the writing (“What is your route question?” “What place word did you use?”). Student answers using one complete sentence.

Resources

• Printed or projected word list (transit + bathroom/place words)
• Sentence frame cards (route, next bus, fare, bathroom location)
• Student notebook and pencil
• Example practical text for read-aloud (teacher-created)
• Timer for timed speaking and writing
• Highlighters or sticky notes for “My Words”
• Simple editing checklist on the board (capital, end punctuation, target words)

Assessment

• Ongoing teacher observation during speaking: correct use of questions and target words.
• Writing check: teacher reviews the message for sentence structure and inclusion of at least 6 target words.
• Exit ticket responses: confirms understanding of the student’s question and chosen place word.

Differentiation

• Support:
• Provide a partially filled sentence organizer (blanks for route, time, fare, and a place word).
• Allow copying word bank into the draft first, then adding 1–2 original sentences.
• Use gestures/pictures for “bus stop,” “bathroom,” and “ticket.”
• Extension:
• Add one extra sentence using a second question frame (for example: “Where is the station?”).
• Include one “location” detail word (entrance/exit, sink/bathroom) with a more complete sentence (“The bathroom is near the sink.”).
• EAL considerations (student knows French):
• Encourage looking for meaning across languages by highlighting cognates where possible and focusing on patterns (question forms).
• Use bilingual support only in brief moments if needed: teacher may translate key phrases once, then return to English use.
• SEN/processing supports:
• Offer short chunks: 2 sentences at a time, then a pause for checking.
• Reduce spelling demands initially by allowing phonetic spelling, then editing for capitals and end punctuation.