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# Present Tense

Grade: 5-8 Proficiency Level: 2-3 Objective: SW learn how to use the simple present tense correctly SW understand the time concepts associated with simple present tense NJCCCS: 3.1, 3.2, 3.3, 3.4 WIDA: 2 eso!rces: self-made reference sheets and wor sheets Proced!re: !he teacher will introduce the simple present tense to the students. !he teacher will write a statement in the simple present tense on a white"oard and as the students to tal a"out the statement. !he teacher will as them what time the statement is tal in# a"out \$when is it happenin#%, as well as other &uestions related to the statement. !he teacher will then e'plain to the students that this statement is in the simple present tense. !he teacher will con(u#ate a re#ular )er" in the simple present for the students to reference as well. !he teacher will then tell the students that we do not always spea (ust usin# a positi)e statement, "ut that we also ha)e ne#ati)e statements, &uestions, and short and lon# responses to &uestions. !he teacher will e'plain to the students that these different forms are all part of the simple present tense. !he teacher will as the students to try to ma e the statement on the "oard into a &uestion. !he teacher will e'plain to the students that in order to form a &uestion, we need to use a con(u#ated form of the )er" *to do+ as well as whate)er other )er" the &uestion needs. !he teacher will help the students con(u#ate *to do+ in the present tense on the "oard as well if needed. ,f the students ha)e difficulty formin# the &uestion correctly, the teacher will prompt them to thin out loud how they would as for somethin# or as a &uestion of someone else. !he teacher will write that down on the "oard, and if it needs correctin#, the teacher will do so at that time. !he students will "e told to re)iew the correctly written &uestion. !hen, the teacher will ha)e the students use that &uestion as a model to form their positi)e statement into a &uestion form. -rom there, the teacher will instruct the students to chan#e the positi)e statement and &uestion into a ne#ati)e statement. !he teacher will mention to the students that this is also done usin# a con(u#ated form of *to do+, and the teacher will as the students what word we #enerally use when we are tryin# to ne#ate somethin# \$the word *not+%. !he teacher will also tell the students that the ne#ati)e statement is similar to the &uestion, (ust with the order of the words chan#ed around. ,f needed, the teacher will model on the "oard, and then li e a"o)e, the students will "e prompted to use that as a model to chan#e the first statement into the ne#ati)e statement.

!he lesson will continue the same way with e'planations for the short and lon# responses to the &uestions. !he students will "e prompted to answer a &uestion as ed of them "y the teacher. !hey will "e told to answer it in as few words as possi"le. !he teacher will write this down on the "oard. !hen the students will "e told to answer it usin# all of the same words that were as ed of them in the &uestion \$the lon# way%. !his will also "e written down on the "oard. !he teacher will ma e any necessary corrections. .#ain, usin# those as models, the students will then create "oth short and lon# responses to the ori#inal &uestion form that was on the "oard. .fter that is completed, the teacher will write a new statement on the "oard. !he students are to wor to#ether and create the other forms that compliment that statement \$ne#ati)e, &uestion, short and lon# responses%. !he teacher will ma e sure that the students seem to understand the "asic formation of all of the different forms of the simple present tense "y watchin# them wor to#ether to complete the assi#nment on the "oard. ,f the students ha)e difficulty, the teacher will #o "ac and clarify anythin# &uestions the students mi#ht ha)e. ,f there are no &uestions, then the teacher will #i)e out the written assi#nment \$self-made wor sheet that is attached "elow%. Assess"ent: .ssessment is on-#oin# throu#hout the lesson. ,f the students need more clarification on the formation of the different parts of the present tense, the teacher will #o o)er it as many times as needed. !he students will also "e #i)en some wor sheets which they will "e e'pected to complete indi)idually. !he teacher will see how well the students did on the wor sheets. !he teacher will also see if the learnin# from this lesson will transfer o)er into the students/ #eneral and free writin# when they are writin# stories, narrati)es, etc.

Present Tense
!he present tense tells us a"out thin#s that are happenin# now \$today%. !he present tense is also used to tell us a"out actions that we do that repeat \$daily, wee ly, monthly, etc%. 0on(u#ation in the present tense: !o read , 1ou 2e, she, it We !hey read read reads \$note the *s+ at the end of the )er"% read read

-ormation of statements and &uestions usin# the present tense: \$sin#ular su"(ect% 3ositi)e Statement: !he "oy reads the "oo . 4e#ati)e Statement: !he "oy does not read the "oo . 5uestion: 6oes the "oy read the "oo 7 3ositi)e response: 1es, the "oy reads the "oo . 4e#ati)e response: 4o, the "oy does not read the "oo . 3ositi)e short response: 1es, he does. 4e#ati)e short response: 4o, he does not. 89 4o, he doesn/t. \$plural su"(ect% 3ositi)e Statement: !he do#s run in the par . 4e#ati)e Statement: !he do#s do not run in the par . 5uestion: 6o the do#s run in the par 7 3ositi)e response: 1es, the do#s run in the par . 4e#ati)e response: 4o, the do#s do not run in the par . 3ositi)e short response: 1es, they do. 4e#ati)e short response: 4o, they do not. 89 4o, they don/t. 4otice that when the &uestion and ne#ati)e statement are formed in the present tense, "oth of these use the con(u#ation of the )er" *to do+. !hen, the )er" is placed afterwards \$there is no *s+ that is put at the end of the )er" "ecause *does+ is already con(u#ated to a#ree with the su"(ect *"oy+%.

## Statement: 4e#ati)e statement: 5uestion:

!he #irl plays outside. ::::::::::::::::::::::::::::::::::::::::::::::::::. 6oes the #irl play outside7

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## 4e#ati)e statement: 5uestion:

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4e#ati)e statement: :::::::::::::::::::::::::::::::::::::::::::::::::::::. 5uestion: 6oes the "ell for class rin# at noon7

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Statement: :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::. 4e#ati)e statement: !he cars do not speed on the hi#hway. 5uestion: ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::7

Statement: ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::. 4e#ati)e statement: :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::. 5uestion: 6o the schools ha)e computers7

Statement: ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::. 4e#ati)e statement: !hey do not li e the cold weather. 5uestion: ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::7

Statement:

## , ha)e four cats at home.

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