Tomorrow’s Plans Together

Overview

In this second lesson of Talk, Tense, and Tell, students explore how sentences show when something happens. They sort present, past, and future examples, then use will and going to to talk about plans and predictions before recording a short series of sentences.

Learning intentions

• WALT identify whether a sentence is about now, before, or later.
• WALT use will and going to to talk about future plans and predictions.
• WALT say new or difficult words clearly and respectfully with a partner.
• WALT plan a short series of sentences by talking through each one first.

Success criteria

• I can sort sentences into present, past, and future.
• I can use will or going to in a future sentence.
• I can explain whether I am sharing a plan or making a prediction.
• I can practise saying a difficult word kindly and clearly.

Curriculum links

• Writing Processes — Planning: planning a short series of sentences through talk and thinking carefully about each sentence before writing.
• Writing Processes — Planning: identifying and working towards a specific writing goal.
• Writing Processes — Planning: recognising that a specific goal helps improve the quality of writing.
• English oral language and writing practices: listening, speaking clearly, responding respectfully, and composing sentences for meaning.

Lesson structure (30 minutes)

1. 0–4 min · Connect and hook. Open with the opening prediction question and ask, “What might happen tomorrow?” Model two responses: “I will read a book” and “I am going to visit Nana.” Students think quietly, then tell a partner one thing they might do tomorrow.

2. 4–9 min · Notice the time. Use the time-word examples to display three sentences: “I play outside,” “I played outside,” and “I will play outside.” Read each sentence naturally, emphasising the time clues. Students show a now, before, or later gesture and explain what helped them decide.

3. 9–14 min · Sort and discuss. Place students in five pairs, with one student joining a pair as a supportive trio. Display the sorting instructions and read the sample sentences aloud. Pairs sort teacher-prepared sentence strips into present, past, and future groups, explaining their choices. Invite two pairs to justify one decision. Correct gently by rereading the sentence and asking, “When does this happen?”

4. 14–20 min · Teach future forms. Show the will and going-to comparison. Explain simply: going to often tells about a plan already decided, while will can tell about a choice or prediction. Model: “I am going to pack my bag tonight” and “I think it will rain tomorrow.” Students rehearse one plan and one prediction with a partner, using the frames: “Tomorrow I am going to ___” and “I think ___ will ___.”

5. 20–26 min · Talk, plan, and write. Distribute the future sentences planning sheet. Students first say their ideas to a partner, then complete three short sentences: one about now, one about something that happened, and one future sentence using will or going to. They add a small drawing or time word to support meaning. Partners listen for the future word and give one kind response: “I heard you say ___.”

6. 26–30 min · Share and reflect. Use the sharing and reflection slide to invite three students to read a future sentence. The class identifies whether each is a plan or prediction. Students circle their writing goal on the worksheet: “I used a time word,” “I used will or going to,” or “I said my difficult word clearly.” Finish by asking, “How did talking first help you write?”

Resources

• the complete 30-minute teaching deck
• the future sentences planning sheet
• Teacher-prepared sentence strips labelled present, past, and future
• Whiteboard and markers
• Pencils and colouring pencils
• Optional picture prompts showing everyday plans and weather

Assessment

• Listen during sorting and ask individual students to explain how they know when a sentence happens.
• Check partner practice and the worksheet for accurate use of will or going to, appropriate time meaning, and a clear writing goal.
• During the final share, note whether students can distinguish a future plan from a prediction and speak clearly enough for a partner to understand.

Differentiation

• Support students with oral rehearsal, picture prompts, gestures for now/before/later, and the sentence frames “Yesterday I ___,” “Today I ___,” and “Tomorrow I am going to ___.”
• For students needing language support, model each sentence slowly, allow extra wait time, and pair them with a patient speaker; accept drawing and oral response before writing.
• Invite confident writers to write two future sentences, explaining why one uses will and the other uses going to.
• For students with speech, hearing, or fine-motor needs, provide a quiet rehearsal space, face the student when speaking, and allow dictation or shared writing.