Robert Van Vorst - Mini Lesson (ESL 502)


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

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Robert Van Vorst - Mini Lesson (ESL 502)

  1. 1. Mini Lesson: Simple Past Tense Robert Van Vorst Wilkes University ESL 502
  2. 2. Preface <ul><li>This lesson is intended for a teacher-directed small group work station consisting of 2-5 students. </li></ul><ul><li>It targets ELLs with beginning to intermediate language proficiency levels. </li></ul>
  3. 3. Materials <ul><li>Chart Paper </li></ul><ul><li>Prepared graphic organizers </li></ul><ul><li>Manipulatives (chips, coins, pieces of paper) </li></ul>
  4. 4. Lesson Objective: <ul><li>Students will improve language proficiency skills by using the simple past tense in statements. </li></ul>
  5. 5. Activating Prior Knowledge: <ul><li>Students will review simple present tense sentences by looking at a graphic organizer. </li></ul><ul><li>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’. </li></ul><ul><li>The students will repeat it. </li></ul>
  6. 6. Modeling New Concept <ul><li>Using chart paper, the teacher will start by reading a simple present tense sentence; noting the location of the picture on the timeline. </li></ul><ul><li>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. </li></ul><ul><li>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’. </li></ul><ul><li>Multiple examples can be modeled until students display understanding. </li></ul>
  7. 7. Stop! Check for Understanding <ul><li>Stop and ask if there are any questions. </li></ul><ul><li>Ask the students: </li></ul><ul><li>- Why did we move the marker back on the timeline? </li></ul><ul><li>- How do we know it happened in the past? </li></ul><ul><li>- What changed in the sentence? </li></ul>
  8. 8. Guided Practice <ul><li>Students will start with their manipulative on ‘present’. They will move the manipulative along the arrow toward the picture. </li></ul><ul><li>2. The teacher will read the sentence. </li></ul><ul><li>The students will repeat the sentence. </li></ul><ul><li>Students will identify what changed in the sentence. </li></ul>
  9. 9. Stop! Check for Understanding Again! <ul><li>Stop and ask if there are any questions. </li></ul><ul><li>Ask the students: </li></ul><ul><li>- Why did we move the marker back? </li></ul><ul><li>- How do we know it happened in the past? </li></ul><ul><li>- What changed in the sentence? </li></ul><ul><li>Re-teach guided practice again if necessary </li></ul>
  10. 10. Independent Practice <ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>Students will share their statements with the group. </li></ul><ul><li>Enrichment: Students can brainstorm other words to substitute for ‘yesterday’. </li></ul>
  11. 11. Closure <ul><li>Students will tell the teacher what it means when something happens in the past. </li></ul><ul><li>They will indicate what spelling changes can occur in a simple past tense sentence. </li></ul><ul><li>They will share words indicating past tense like yesterday, last week, etc. </li></ul>
  12. 12. Assessment <ul><li>Ongoing assessment through class discussions, review activities, classroom observations and peer collaboration activities. </li></ul>