LP+Sarah

L.1 Follow simple and complex directions L.2 Understand spoken English to participate in social contexts L.3.1.b Listen attentively to stories and information read aloud S.4.2.b Participate in classroom discussions S.5.1.a Answer instructional questions by using simple sentences R.1 Recognize concepts of print literacy R.2 Demonstrate phonological awareness and the relationship of listening/speaking to decoding R.3 Build vocabulary to develop concepts R.3.2.a Use context clues as a strategy to figure out meaning of unfamiliar words and phrases R.4.1.a Identify nouns and verbs (subjects and predicates) R.8.2.c Draw conclusions from information provided in the text R.10.3.a Describe how the author’s perspective or point of view affects the text W.1 Use conventions and formats of written English W.2.2.b Identify and correctly use subject verb agreement and past, present, and future tenses in writing simple sentences W.2.2.d Demonstrate knowledge of verbs, tenses and modals (auxiliaries) W.6 Use various types of writing for specific purposes
 * Content:** Past and Present Verb Tenses
 * Grade:** 2nd ESL
 * Themes:** Students will learn about their teacher as a child and differentiate between past and present verb tenses.
 * MDE ELP standards:**


 * Motivation:** The teacher reads a story that s/he wrote about themselves titled, "When I was a little boy/girl..." The students will then write their own books about when they were smaller.

When I was little... I played outside. When I was little... I climbed trees. When I was little... I picked flowers for my Mom. When I was little... I helped out with my baby sister. When I was little... my mom braided my hair. When I was little... I watched movies. When I was little... I danced to music. When I was little... I acted in a play. When I was little... I walked to the ice cream store. When I was little... I read books. When I was little... I wore dresses. When I was little... I built a fort. When I was little... I bought a bicycle.
 * Text Example:**

-The students listen to the story and look at pictures of the teacher from when s/he was little. -The class can have a brief discussion on when the story took place and whether the events are happening now or they already happened. -Then the teacher goes back through the book and asks the students what happened on each page emphasizing verb tense. -The students will review what a verb is and where is used in a sentence. The teacher explains that verbs are used to describe the tense of the sentence. The teacher may not want to use such metalinguistic language as verbs and tense, but rather "action word" and whether the sentence is past or present in this case. -The students will try and identify the verb on each page and the teacher may ask the students what the present form of the verb is if the students are feeling comfortable with verb tenses. -Toward the end of the book there are a few irregular verbs. The teacher will explain that not all past tense verb end with -ed and that there are many words that have special rules to follow. The teacher will assess if the students are able to state the present tense of the irregular verbs, but will not push the answer if they are confused. The teacher will offer an answer and ask if the students think it is correct. -Students will be asked to think about something memorable that happened to them when they were younger and informed that they will be writing their own books. The class can have a think-pair-share session to brain storm about what they will write about. They will think quietly about what they want to write about and then share their idea with a partner. After they have discussed their idea, they have the option of sharing their idea with the class. The students that want to share can have one minute to announce their idea for their book. -Before starting the books, the students will write out all their sentences and the teacher will check to make sure all the verbs are in the correct form. If some words are not correct, the teacher will tell the student that it needs to be fixed. If the student still does not know the correct form, the teacher will tell them so their books will be correct. -The students will have about 30 min to make their own books. -While the students are writing about something that they liked to do in the past or something that happened to them in the past they will be reminded to use the past tense of the verb. -The students will be invited to share their book with the class. This will help them consciously verbalize past tense verbs. -Students will do an exercise that will help them practice turning present tense verbs to past and vice versa (this can be done both on the board as a class and independently on worksheets) Students will complete a worksheet converting present tense sentences in to the past simple form and past tense sentences into present simple form. Some example sentences may be done on the board as a class before starting the worksheets to make sure the students know what to do. There should also be some irregular forms on the worksheet so the students can get used to those forms as well. Example: __Today to Yesterday__ I walk to school... I (yesterday word) to school. I comb my hair... I (yesterday word) my hair. He likes basketball... He (yesterday word) basketball. We march in the parade... We (yesterday word) in the parade. They pack their suitcase....They (yesterday word) their suitcase. My mom bakes cookies... My mom (yesterday word) cookies. She is pretty... She (yesterday word) pretty. She brings her dog to school... She (yesterday word) her dog to school. I ride my bike to the store... I (yesterday word) my bike to the store. __Past to Present__ He played soccer... He (today word) soccer. I colored a picture... I (today word) a picture. They listened to the birds... They (today word) to the birds. I skipped on the playground... I (today word) on the playground. We washed our clothes... We (today word) our clothes. I broke the eggs... I (today word) the eggs. She went to the mall... She (today word) to the mall. I thought about my homework... I (today word) my homework.
 * Procedure:**
 * Production Exercise:**