Robert Van Vorst - Mini Lesson (ESL 502)
Upcoming SlideShare
Loading in...5
×
 

Robert Van Vorst - Mini Lesson (ESL 502)

on

  • 1,688 views

Hi

Hi
Here is my mini-lesson on the simple past tense.

Statistics

Views

Total Views
1,688
Views on SlideShare
1,688
Embed Views
0

Actions

Likes
0
Downloads
26
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Robert Van Vorst - Mini Lesson (ESL 502) Robert Van Vorst - Mini Lesson (ESL 502) Presentation Transcript

  • Mini Lesson: Simple Past Tense Robert Van Vorst Wilkes University ESL 502
  • Preface
    • This lesson is intended for a teacher-directed small group work station consisting of 2-5 students.
    • It targets ELLs with beginning to intermediate language proficiency levels.
  • Materials
    • Chart Paper
    • Prepared graphic organizers
    • Manipulatives (chips, coins, pieces of paper)
  • Lesson Objective:
    • Students will improve language proficiency skills by using the simple past tense in statements.
  • Activating Prior Knowledge:
    • Students will review simple present tense sentences by looking at a graphic organizer.
    • Students will place a manipulative over the picture of the verb happening in the present tense. The teacher will read the sentence emphasizing ‘is jogging’, ‘is washing’ and ‘is jumping’.
    • The students will repeat it.
  • Modeling New Concept
    • Using chart paper, the teacher will start by reading a simple present tense sentence; noting the location of the picture on the timeline.
    • He will then read the past tense sentence and move the manipulative from the center of the timeline to the past tense location on the left of the timeline.
    • Students examine the past tense sentence. Teacher will ask the students about what changed in the sentence – trying to elicit how ‘opening’ changed to ‘opened’ and the addition of ‘yesterday’.
    • Multiple examples can be modeled until students display understanding.
  • Stop! Check for Understanding
    • Stop and ask if there are any questions.
    • Ask the students:
    • - Why did we move the marker back on the timeline?
    • - How do we know it happened in the past?
    • - What changed in the sentence?
  • Guided Practice
    • Students will start with their manipulative on ‘present’. They will move the manipulative along the arrow toward the picture.
    • 2. The teacher will read the sentence.
    • The students will repeat the sentence.
    • Students will identify what changed in the sentence.
  • Stop! Check for Understanding Again!
    • Stop and ask if there are any questions.
    • Ask the students:
    • - Why did we move the marker back?
    • - How do we know it happened in the past?
    • - What changed in the sentence?
    • Re-teach guided practice again if necessary
  • Independent Practice
    • Students will be given the same worksheet from the guided practice section but with the past tense verbs omitted. Students can write in the missing word or verbalize it.
    • Upon completion, students will collaborate by thinking of their own simple past statements in pairs. These statements can be written down or spoken depending on the child’s comfort level.
    • Students will share their statements with the group.
    • Enrichment: Students can brainstorm other words to substitute for ‘yesterday’.
  • Closure
    • Students will tell the teacher what it means when something happens in the past.
    • They will indicate what spelling changes can occur in a simple past tense sentence.
    • They will share words indicating past tense like yesterday, last week, etc.
  • Assessment
    • Ongoing assessment through class discussions, review activities, classroom observations and peer collaboration activities.