DRAFT - Sample Lesson 2: "My Day" - Daily Routine and o'clock Times

STATUS: DRAFT for adult review only. Not published. Original material. Terms (Tutor, human tutor, safeguarding lead) are defined in parent-in-the-loop-design.md, section 1. In this file "T:" means Tutor (or the safeguarding lead using Tutor).

SAFEGUARDING AND PRIVACY BOX (read before every lesson) - Children use first name, nickname or an avatar only. Never ask for or write down full names, addresses, school names, phone numbers, emails, social media names or photos. - Routine talk is about times and actions only. Do not ask where the child lives, which school they go to, who is at home, or who takes them places. The model character is Kelmo the robot; children may talk about Kelmo, or give an invented or simple true answer (such as "I get up at seven o'clock"). They may also say "I don't want to say" and that is always fine. - No photos or screenshots of children. Recording follows parent-in-the-loop-design.md, section 7 (Option A / Option B, to be chosen by the programme lead), and always needs the parent's separate recording consent. - Never arrange contact outside the lesson channel. - Safeguarding: follow child-session-rules-and-escalation.md (the master file). Check the preconditions there before any session (named channel to the safeguarding lead, "without delay" defined, named deputy safeguarding lead). Path A (distress, "Pause please", unwell): tell the adult in the room. Path B (harm, fear, unsafe, or an adult or older person asking for secrets, pictures or off-platform contact): end neutrally, do not repeat the child's words to the adult in the room, write the incident note, tell the safeguarding lead at once. Do not ask leading questions. Do not promise secrecy. - Tutor may miss distress. The adult in the room is the first line (see the master file, "What Tutor can and cannot perceive"). - No medical, legal or counselling advice (also no advice about sleep or eating habits).

1. Objective

By the end of the lesson, each child can: 1. Tell the time on the hour (1 to 12 o'clock) and say "It's ___ o'clock." 2. Say six daily actions: get up, eat breakfast, go to school, eat lunch, eat dinner, go to bed. 3. Say "I get up at ___ o'clock." and "I eat breakfast at ___ o'clock." with a picture or clock to help. 4. Ask and answer "What time do you ___?" in short pairs.

2. Target language

• Vocabulary: get up, eat breakfast, go to school, eat lunch, eat dinner, go to bed; numbers 1-12; clock, o'clock.
• Structures: "It's ___ o'clock." / "I ___ at ___ o'clock." / "What time do you ___?"
• Accept: "have breakfast" is also natural. Accept it when a child says it, but teach "eat".
• Phonics and stress link: the long /i:/ sound in eat, three, sleep; and sentence rhythm: "I get UP at SEVEN o'CLOCK."

3. Materials

• A big practice clock on the lesson-platform whiteboard with moving hands (drag hands), or a paper clock with a brass pin.
• 6 action pictures (drawn by Tutor or images the programme owns or is licensed to use). Do not copy courseware pictures.
• 12 number cards (1-12).
• Kelmo the robot (an invented character, avatar or toy).
• Bingo grid for the game (Section 5, Stage 4).
• The printable worksheet (Section 8). Pencil, coloured pencils.

4. Lesson timings (total 40 minutes)

5. Stage-by-stage plan with Tutor script

Stage 1. Warm-up (5 min)

1. Hello (1 min). - T: "Hello, [first name]! How are you?" (Child: "I'm fine / good / OK.")
2. Count (2 min). Count 1-12 forwards, then backwards. Clap on each number. Hold up number cards. Say a number, children show it with fingers.
3. Clock stretch (2 min). - T: "Show me 12 o'clock." (Arms straight up.) "Show me 3 o'clock." (One arm out to the side.) "Show me 6 o'clock." (Arms down.) Make it fast and funny.

Stage 2. Presentation (10 min)

1. Meet Kelmo (1 min). - T (Kelmo voice, slow): "Beep boop. I am Kelmo. I am a robot. I have a busy day!"
2. Six actions (4 min). Show each picture, say it, do an action. Children copy. - T: "I get up." (Stretch.) "I eat breakfast." (Spoon to mouth.) "I go to school." (March.) "I eat lunch." "I eat dinner." "I go to bed." (Hands as a pillow.) - Then say faster. Check: "What is this?" Child says the phrase.
3. Times on the hour (3 min). Move the clock hands. - T: "Look. The big hand is on 12. The small hand is on 7." - T: "It's seven o'clock." Say again with the children. - Practise 3-4 more times (for example 8, 10, 12, 5).
4. Kelmo's day (2 min). Show Kelmo's day on slides. Kelmo speaks in the first person, so the children only hear "I get up", the same sentence they will say. - Kelmo: "I get up at seven o'clock. I eat breakfast at eight o'clock. I go to school at nine o'clock. I eat lunch at twelve o'clock. I eat dinner at six o'clock. I go to bed at eight o'clock." - Children repeat each line after Kelmo, with the action.

Stage 3. Practice (10 min)

1. Clock drill (2 min). Tutor moves the hands. Child says "It's ___ o'clock." Reverse: Tutor says a time, child drags the hands.
2. Sentence frames (3 min). Put the frame on the board: - "I ____ at ____ o'clock." - Show a picture and a time. Child makes the sentence: "I eat lunch at twelve o'clock." - Gesture: point to "at" with a finger tap on the wrist (a "watch" action).
3. Sound link (2 min). See Section 7.
4. Worksheet 1-3 on screen (3 min). Do together on the shared screen.

Stage 4. Game (8 min)

Game A: "Kelmo's Mixed-Up Day" (4 min). Kelmo (Tutor) says a wrong sentence on purpose. Children shout "No!" and fix it. - Kelmo: "I go to bed at seven o'clock in the morning. Beep!" - Child: "No! I get up at seven o'clock!" (Or "I eat breakfast at ...") - Make it silly and quick. Keep it kind: Kelmo is the one who is mixed up.

Game B: "Time Bingo" (4 min). Each child draws a 3 x 3 grid and writes 9 different times (from 1 to 12 o'clock) or picks them from a list. Tutor shows a clock face. First to cross three in a row calls "Bingo!" and says the three times. Each time Tutor shows a time, the children say "It's ___ o'clock." together.

Stage 5. Review (7 min)

1. Worksheet 4-6 (4 min). Draw the hands, order the pictures, write two sentences. Tutor checks on camera.
2. Pair questions (2 min). Tutor and child, or two children: - A: "What time do you get up?" B: "I get up at ___ o'clock." - The child may choose Kelmo's times, an invented character, or their own simple time.
3. Goodbye (1 min). - T: "Great work! See you soon." Kelmo says: "Beep boop. Goodbye!"

6. Expected mistakes and gentle correction

Use a recast (say it correctly back, with a smile). Let the child repeat once.

7. Simple phonics and stress link

1. /i:/ sound (2 min). Write "eat, three, sleep" on the board with a big "ee" or "ea" in red. - T: "Listen. Eeee. Eat. Three. Sleep." Stretch the smile wide for /i:/. - Children say each word. Then they make a sentence: "I eat breakfast at three o'clock." (Kelmo is silly.)
2. Sentence rhythm. Clap the strong words: - "I get UP at SEVEN o'CLOCK." Say it three times: whisper, normal, loud.

8. PRINTABLE WORKSHEET (child-facing)

Big text. "[ PICTURE ]" boxes show where a picture goes (hand-drawn or owned images).

==========================================
   KELMO'S DAY
   My name: ______________   (first name only)
==========================================


1.  MATCH the picture to the words. Draw a line.

    [ PICTURE: Kelmo wakes up ]            I eat dinner.

    [ PICTURE: Kelmo with a spoon ]        I get up.

    [ PICTURE: Kelmo with a bag ]          I eat breakfast.

    [ PICTURE: Kelmo with a plate ]        I go to school.

    [ PICTURE: Kelmo sleeping ]            I go to bed.


2.  MATCH the time. Draw a line.

        7:00                  twelve o'clock

        9:00                  seven o'clock

       12:00                  nine o'clock

        3:00                  six o'clock

        6:00                  three o'clock


3.  WRITE the missing word.

    Word box:   at    o'clock    get    eat    go

    a)  I ______ up at seven o'clock.
    b)  I ______ breakfast at eight o'clock.
    c)  I ______ to school at nine o'clock.
    d)  I eat lunch ______ twelve o'clock.
    e)  I go to bed at eight ______.


4.  DRAW the hands on the clocks. (Short hand = hour.)

         12                 12                 12
      11     1          11     1          11     1
    10         2      10         2      10         2
    9           3      9           3      9           3
    8           4      8           4      8           4
      7      5          7      5          7      5
         6                  6                  6

     It's 4 o'clock.    It's 8 o'clock.    It's 11 o'clock.


5.  PUT THE PICTURES in order. Write 1, 2, 3, 4, 5.

    ___  [ PICTURE: Kelmo eats lunch ]
    ___  [ PICTURE: Kelmo gets up ]
    ___  [ PICTURE: Kelmo goes to bed ]
    ___  [ PICTURE: Kelmo eats breakfast ]
    ___  [ PICTURE: Kelmo eats dinner ]


6.  WRITE two sentences about Kelmo (or about a made-up friend).

    Kelmo gets up at ______ o'clock.   (You can write: I get up at ____ o'clock.)

    I eat ______________ at ______ o'clock.

    (You do not need to write about your real home or school.)

==========================================
    GREAT WORK!   (draw a clock here)
==========================================

Tutor note: item 6 gives a safe choice: Kelmo or an invented friend. Do not collect real information about family or school.

9. ANSWER KEY (TUTOR ONLY - do not show children)

1. Match: get up picture - "I get up."; breakfast picture - "I eat breakfast."; school picture - "I go to school."; dinner picture - "I eat dinner."; bed picture - "I go to bed."

2. Match time: 7:00 - seven o'clock; 9:00 - nine o'clock; 12:00 - twelve o'clock; 3:00 - three o'clock; 6:00 - six o'clock.

3. Write the missing word: a) get b) eat c) go d) at e) o'clock

4. Draw the hands: 4 o'clock: hour hand on 4, minute (long) hand on 12. 8 o'clock: hour hand on 8, long hand on 12. 11 o'clock: hour hand on 11, long hand on 12. (Accept if the child makes the hands clear, even if lengths are not perfect.)

5. Order the pictures: Kelmo gets up = 1; eats breakfast = 2; eats lunch = 3; eats dinner = 4; goes to bed = 5.

6. Write two sentences: Open answer. Accept: "Kelmo gets up at seven o'clock." / "I get up at seven o'clock." / "I eat breakfast at eight o'clock." Do not mark down missing capital letters or small spelling slips at this age; praise the idea. Gently show correct "at" and "o'clock".

Success check (tick list): - [ ] Says "It's ___ o'clock." for at least 6 times - [ ] Says at least 4 of the 6 daily actions - [ ] Makes "I ___ at ___ o'clock." with help - [ ] Asks "What time do you ___?" with a prompt - [ ] Used "at" correctly at least twice

Next lesson idea: "half past" (30 minutes) and weekend routines.

Draft teaching and safeguarding resources. Not legal advice. Check local law before use.