LPspendele

Theme: Hobbies/activities Lesson Topic: Description of a day/activity Objectives: Teach Past Tense. Look at nouns, pronouns (new vocabulary) MDE Standards: Second Grade: Level 2 L.2.2. Familiar topics with repetition and rephrasing L.3.2 Listen and respond to stories read aloud S.2.2 Participate in social conversations with peers on familiar topics by answering questions and requesting information R.1.2. Understand that printed materials provide information R.2.a. Use context of clues as a strategy to figure out meaning of unfamiliar words and meanings R.3.2.b Use meaning of clues and language structure to expand vocabulary (pictures, background knowledge, context clues) R.3.2.e Identify simple literary terms R.5.2 Participate in discussions describing characters, plot and setting W.1.2.c Write simple sentences using key words available in the classroom environment. W.2.2.b Identify and correctly use subject verb agreement and past, present, future tenses in writing sentences W.6.2.C Narrate a sequence of events with some detail

Language Skills - Listening: Read first part of the story aloud Provide copies to follow along As class discuss the story

Discussion basic themes: Who wrote the book? What is it about? Where are they? What are they doing

- Speaking: Have children discuss a weekend trip with their friends or family. Have a set questions on a worksheet of questions to ask peers. Have students write down their peer’s answers (using third person: example- Jimmy went to the pool with his family). Work Sheet Examples:

Weekend Activity Questions:

What did you do?

Who did you go with?

Where did you go?

When did you go?

Grammar involved: Forming different types of questions: yes/no questions, object questions, subject questions and adverbial questions. - auxiliary and subject inversion How to answer questions. Sentence structure: SVO (when writing down answers) Feedback: - What kind: Correct any verb agreement errors with subject or tense. Correct any errors with question words (confusing who, where, why, ect.)

- How: - listen to groups and talk to them- correct errors when they answer and ask me questions - Look at their answers to the questions and the sentences they write about students. Correct verb tense agreement- tell them if the tense is wrong or subject agreement. Ask them to try to fix it on their own (do corrections). I will then re-check the paper and if they did not improve I will provide extra explanation and help.

- Writing: Various writing exercises: matching, fill in the blanks (provide with pictures) Give key words and have children write a sequence of events

Matching:


 * 1) We went to the park 1. at the swimming pool.
 * 2) My mom, dad and sister 2. went to Cedar Point.
 * 3) I played marco polo 3. of fun at the mall.
 * 4) On a long weekend we 4. on Saturday.
 * 5) I had a lot 5. all came with me to the museum.

Grammar involved: Parts of speech: identify where in a sentence a verb, noun, adjective or adverb belongs. Subject and verb agreement. Sentence structure Prepositions: meanings of different ones and collocations with presentations

Feedback: - mark wrong answers - have students try to correct their own work and figure out why what they did is wrong - depending on how well understood go over prepostions and past tense verbs

One day Tyler and I **(blank)** to the Park. We brought our dog, Lily, to the __**(**__**blank)** with us. Lily had never been to the park so we were all excited to go. We went straight to the **(blank**), it had been our favorite since we could remember. (blank) we were walking around the fountain, Lily, got the bright idea (blank) in the pond! Tyler and I were so surprised, we looked at each other and could not stop laughing. Lily was splashing **(blank)** with the birds and having a great time jumping around. Finally she got tired and she jumped out. We decided to have **(blank)** while Lily dried off in the sun. We had **(blank)** ham cheese sandwiches the night before. As we ate our sandwiches we talked about what else we could do **(blank)** park. I wanted to walk around but Tyler wanted to play Frisbee **(blank)** Lily. So I walked while they played catch. Whilst I was walking I ran into my **(blank)** Lauren. We walked and chatted and before I knew it the sun was setting. I said **(blank)** to Lauren and ran to the picnic tables. Tyler and Lily were laying on the **(blank)** sleeping. It had been a long **(blank)** at the park.

Grammar: Parts of speech: where nouns, verbs, adjectives, prepositions and adverbs belong in the sentence Past tense: forming past perfect and past simple Transition words
 * Word bank: While
 * Park
 * Made
 * Along
 * Ground
 * Swings
 * Bye
 * Day
 * Went
 * To jump
 * A picnic
 * At the
 * With
 * Friend

Writing feedback: What kind:

Correct verb tense and how to form Correct any errors with prepositions Correct verb and noun agreement Make sure understands parts of speech and how to identify

How: - I will mark wrong the mistakes they made - I will re turn their papers and have them look at which ones are wrong. I want them to try to look at their wrong answers and think why they put those answers down. For example, if a student put 'at the' instead of 'with Lilly', I want them to realize that it is the wrong preposition. But this might be hard vocabulary for them to know. Maybe I will give them examples of prepositions to see if they can see the patten with out using hard vocabulary. If a student confuses where nouns or verbs go in a sentence I want them to notice a pattern of where different types of words go. They do not have to know the terms, only that those words do not 'fit'. I will have them correct their mistakes. And if they are still havin trouble I will have them write what a verb, noun, adjective and adverb are and how to identify. If they can not do this do a review for tghe class on parts of speech using other content. In retrospect it might be hard for students to understand their mistakes and it might be more beneficial to simply have lessons over material they found difficult. Content Skills: Vocabulary of activities

Thinking/study skills: Past tense verb conjugations: Past Tense Simple, Perfect tense past. Question words. Key Vocabulary: Weekend, park, fair, family, friends, store, shopping, weather (sunny, rainy, cloudy), run, walk, play, various games (baseball, chess, Frisbee), playground

Literature: //Voices in the Park// by Anthony Browne

Materials: //Voices in the Park,// pictures, worksheets, crayons

Motivation: Have students discuss activities they like to do on the weekend in Groups. Show pictures.

Presentation: 1. Read //Voices in the Park// 2. Discuss the book in class 3. Have children ask peers a set of questions given and have them write down the answers. 4. Have children do matching and fill in the blank exercises 5. Have children attempt to make their own story- give a template 6. Have children present their day in small groups

Practice/Application: Have matching work sheets of part of one sentence and match to the other. Have sentences with pictures and have children fill in the blank of the activity.

Review/Evaluation: work 1. Have a worksheet involving past tense fill in the blank 2. Have children present their day to the class or small group

Extension: 1. Have children discuss with friends and families what their favorite activities are.

Examples from text:

Specific examples of sentences:

“We arrived at the park, I let Victoria off her leash.” - preposition: ‘at the park’ – maybe difficult because with other verbs it is ‘in the park’ - ‘off her leash’ collocation and possessive prounoun - Use of past simple tense - Irregular let - proper nouns

“We walked home in silence.” - past simple tense - direct object - ‘in silence’ - collocation

“Then it was time to go.” - use of it as ambiguous third person subject - ‘time to go’ collocation - ‘to go’ preposition

“I settled on a bench and looked through the paper for a job.” - conjunction with and - prepositions - use of past simple - ‘on a bench’ – collocation, countable noun

“I was amazed.” - past simple - ‘amazed’ compliment to verb

“The two dogs raced around like old friends.” - ‘two’ as determiner - dogs- plural, countable noun

“We both burst out laughing when we saw Albert taking a swim.” - collocation ‘burst out laughing’ and ‘taking a swim’ - adverbial clause