LP+Cintron


 * MDE Grade 2** **Language Arts** (focusing on verb tenses and comparatives/ superlatives)

L.3.1.b Listen attentively to stories and information read aloud W.2.2.b Identify and correctly use subject-verb agreement, past, present, and future tenses in writing simple sentences R.5.2.a Participate in discussions describing characters, setting, events and plot R.5..3.b Compare and contrast characters; describe setting and events in text S. 4.3.a Participate actively in cooperative group activities and projects R. 3.2.b Use meaning clues and language structure to expand vocabulary (pictures, background knowledge, context clues) R. 5.1.c Answer factual, simple questions about content of text


 * This lesson will be a review of grammar that has been studied before. I couldn't figure out how to link anything but I wanted to link the 'Verbs' page into this lesson as a way to review tenses and do a review of superlatives as well. I think I would conduct this review of verbs and superlatives before we read the story as a way of explicit grammar so when it comes to applying these rules to a book, the students will most likely not even realize that they are reviewing/ learning because they will be distracted by the book (hopefully- at least that's my goal).

__**Tacky the Penguin**__ by Helen Lester

=
There once **lived** a penguin. His home **was** a nice icy land he shared with his companions. His companions **were** named Goodly, Lovely Neatly, and Perfect. The penguin's name was Tacky. Tacky was an odd bird. Every day Goodly, Lovely, Angel, Neatly, and Perfect greeted each other politely. Hi! Hi! Hi! Hi! Hi! Tacky **greeted** them with a hearty slap and a loud "WHAT'S HAPPENING?!?!?!" Goodly, Lovely, Angel, Neatly, and Perfect always marched. 1-2-3-4...1-2-3-4...1-2-3-4...1-2-3-4...1-2-3-4. Tacky always marched 1-2-3-4-2 3-6-0 2 1/2 0. His companions were graceful divers. Tacky liked to do splashy cannonballs. Goodly, Lovely, Angel, Neatly and Perfect always **sang** songs like "Sunrise on the Iceberg". Tacky always sang songs like "How Many Toes Does a Fish Have?" Tacky was an odd bird! One day the penguins **heard** the thump, thump, thump of feet in the distance. This could only mean one thing. Hunter's had come! They **came** with maps and traps and rocks and locks, and they were rough and tough. As the thump...thump...thump drew closer, the penguins could hear growly voices chanting, "We're gonna catch some pretty penguin. And we'll march them with a switch. And we'll sell them for a dollar, and get rich, rich, RICH!" Goodly, Lovely, Angel, Neatly, and Perfect **ran** away in fright. They **hid** behind a block of ice. Tacky stood alone. The hunters marched right up to him, //chanting//, "We're gonna catch some pretty penguins, and we'll march them with a switch, and we'll sell them for a dollar and get rich, rich, RICH!" "What//'s happening//?" "We //are hunting// for penguins. That is what's happening!" "PENGUINS? Do you mean those birds that march neatly in a row? 1-23- 4-2 3-6-0 2 1/2 0" The hunters looked puzzled. "Do you mean those birds that __dive__ so gracefully?" And he did a splashy cannonball. The hunters looked wet. "Do you mean those birds that __sing__ such pretty songs?" Tacky **began** to sing and from behind the block of ice came the voices of his companions, all singing as loudly and dreadfully as they could. "How many toes does a fish have? And how many wings on a cow? I wonder, yup! I wonder!" The hunters could not stand the horrible singing. This could not be the land of the pretty penguins. They **ran** away with their hands clasped tightly over their ears, leaving behind their traps and rocks and locks and not looking at all rough and tough. Goodly, Lovely, Angel, Neatly and Perfect hugged Tacky. Tacky was an odd bird but a very nice bird to have around.======

//italicized// = present progressive __underlined__ = present tense
 * bold** = past tense


 * TOPIC:**


 * OBJECTIVES:**

Content: listed above in ELP standards


 * LANGUAGE:**

Thinking Skills: determine verb tenses; understand and discuss the difference between characters

Key Vocabulary: tacky; graceful; companions; odd; hearty; puzzled; dreadfully

LITERATURE: **Tacky the Penguin**

MATERIALS: copies of book for each group; worksheet; strips of paper for board game

Motivation: all for 3-4 students to share a story/ talk about someone in their life who they think is very funny and explain why this person is funny; ask them to share their ideas of what makes a person funny (ex.: because they make me laugh; because they do funny things; because they tell funny stories, etc.)

Presentation: ask students if they have any prior knowledge/ experience of/ with penguins (at the zoo; on TV) and allow them to share with the class; explain that most people think of penguins as beautiful and graceful animals; explain that penguins usually "follow their leader" and always do what the other penguins are doing; ask students what 'tacky' means and allow various answers; explain the comical connotation of 'tacky'' and that it a synonym for odd, weird, silly, not-classy, etc.; read __**Tacky the Penguin**__; review verb tenses the 3 main verb tenses from the book (present simple, past simple, present progressive)- link back to verb page/ verb tense formation

Practice/ Application: students break into groups to fill out verb tense/ comprehension worksheet

Listening/ Speaking: listen to __**Tacky the Penguin**__- as story is read, vocabulary words will be explained when they appear in the book; describe characters within group. Students will discuss the difference between Tacky and the other penguins- grammar to be used in this will be comparatives (EX.: The other penguins aren't as funny as Tacky.; Tacky can't swim as well as the other penguins.; Goodly, Lovely, Angel, Neatly, and Perfect are better singers than Tacky.; Tacky wasn't scared of the hunters like the other penguins were etc.) -Each group will write down two differences and share them with the class. This will allow for feedback to be given if/ when mistakes are made. As mistakes are corrected, I will write each comparative/ superlative on the board so that the class can see how each sentence should be formed. (link back to modifiers page)

Reading/ Writing: complete a worksheet (within same groups- each group with a copy of the text) -What makes Tacky so different than the other penguins? (ex.: ...because Tacky **sings** silly songs; requires //present tense//) -Why did the author choose to name him Tacky? (ex.: ...because he **is** funny; requires //present tense//) *may be hard to explain why to use present tense when the question is in past tense form -Why was it good that Tacky was different from the other penguins? (ex.: ...because he **scared** the hunters away; requires //past tense//) -ex.: graceful (1) tacky (2) friends (2) companions (7) confused (3) odd (6) awfully (4) hearty (1) silly (5) graceful (3) different (6) dreadfully (4) cheerful (7) puzzled (5) skillful the whole class during the next class session) ex: Why was it good that Tacky was different from the other penguins? Because Tacky scared the hunters away. OR Because Tacky scares/ can scare the hunters away. -Both responses/ verb tenses (present simple and past simple) are used correctly.
 * this worksheet will require the children to give specific examples of verb tenses used in the reading.
 * this worksheet will have reading-comprehension questions that will be required to be answered in full sentences
 * Example comprehension questions:
 * this worksheet will have a synonym-matching game with words from new vocabulary found in the text
 * written feedback will be given when worksheets are handed in and then returned to the students (the most common errors will be addressed in front of
 * The comprehension questions are designed to analyze their abilities of summarizing the characters/ events of this book.
 * The use of grammar tenses is flexible (as long as they are appropriate) with each question.
 * The grammar from these sentences will be graded, which I will tell the students about before they complete the worksheet so that they know to pay attention to this. However, I will also explain that more than just one verb tense can apply to each sentence so they can use any tense that they would like as long as it is appropriate. I will not require that the students to use any irregular verbs in their answers until more time has been spent on irregular verbs.
 * Even though this lesson focuses mainly on grammar, I thought it would be very important and helpful to include some vocabulary. My reasoning for including vocabulary is because I thought that some of these words could be very confusing or new to the students. Even though I will define each new word as it appears in the book, I didn't think that would be enough exposure to these words. So, I wanted to make a simple review vocabulary activity to fit in with this lesson.

Review: review the reading-comprehension part of the worksheet; superlative/ comparative activity on blackboard (this will be a group review activity where classmates can help each other, instead of an individual activity in front of the class- in order to receive more participation from everyone in the class)

Homework: in their own words, students will write a summary of the book (they will be required to answer in full sentences to allow for practice of usage of different verb tenses) -scaffold the activity by writing example simple sentences on the board such as: Tacky is different than the other penquins. Tacky is funny/ loud/ a bad singer/ does cannonballs into the water. The hunters scared Goodly, Lovely, Angel, Neatly, and Perfect. Tacky isn't scared of the hunters. Tacky scares the hunters. The hunters run away from Tacky. G, L, A, N, and Perfect are happy that they are friends with Tacky. (<---this sentence may be too complex?)

-recognizing verb tenses in phrases such as "we're gonna" (not standard) -irregular verb tenses (ex.: began) -remembering all vocabulary words -getting ALL students to participate within groups -range of ELLs and their contribution to group discussion depending on their level of language proficiency -worksheet may be teaching grammar too explicitly for 2nd graders -time (this lesson may not be very long)
 * Difficulties:**