Morphology Semantics and Pragmatics Lesson Plan
Morphology Semantics and Pragmatics Lesson Plan
Morphology Semantics and Pragmatics Lesson Plan
Date:
Grade/Class/Subject:
Michael DePolis TSL 546 February 6, 2013
Unit/Theme:
Key Vocabulary
talk-talked, blink-blinked, play-played
silent e- love-loved, smile-smiled, bake-baked
y to i- fry-fried, cry-cried, carry-carried
is, seems to me, appears to me
Introduced: walk-walked, kick-kicked, cook-cooked
rake-raked, joke-joked, move-moved
dry-dried, marry-married, worry-worried
Supplementary Materials
Previous verb vocabulary cards with pictures; talk, blink, play,
love, smile, bake, fry, cry, carry
ed, ied cards
Thesaurus- one for each group of four students
Teacher-created story including each vocabulary word (copy for
each student to highlight words and change to past tense)
SIOP Features
X
X
X
X
Preparation
Adaptation of Content
Links to Background
Links to Past Learning
Strategies incorporated
Integration of Processes
Reading
X
X
X
X
Scaffolding
Modeling
Guided practice
Independent practice
Comprehensible Input
Application
Hands-on
X
X
X
X
Grouping Options
Whole Class
Small groups
Partners
Independent
Assessment
Individual
X
X
X
Writing
Speaking
Listening
X
X
X
Meaningful
Linked to Objectives
Promotes engagement
X
X
X
Group
Written
Oral
Content Objectives
SWBAT follow three rules in writing past
tense regular verbs; 1) add ed 2) drop
silent e, add ed 3) change y to i, add ed.
Meaningful Activities
TW introduce three rules for making
regular verbs plural; add ed, drop silent e,
add ed, change y to i, add ed. TW
demonstrate three rules on the board using
SWBAT read, write, and use orally the past previously learned vocabulary (see above).
tense of regular verb vocabulary. SW
(10 minutes)
aurally discriminate present tense use
versus past tense use of vocabulary verbs.
SW play matching cards game with
partners. (15 minutes)
SW aurally and orally discriminate ed
sound as in baked versus ed sound as in
TW introduce new vocabulary (above) and
played.
SW follow three rules to show past tenses
in writing. (10 minutes)
SW increase vocabulary by describing
synonyms for the present tense verbs.
TW read teacher-created story as SW
highlight the present tense verbs. Then SW
SW semantically provide qualifiers to is change all vocabulary to past tense forms
statements, and then demonstrate the
individually. (Controlled Active
academic function of language; provide Vocabulary, then Free Active Vocabulary
examples using such as, for instance, follows in later activities) (15 minutes)
for example (Daz-Rico, 2012).
(Following day) SW individually use the
Review/Assessment
Language Objectives
SWBAT follow three rules in writing past
tense regular verbs; 1) add ed 2) drop
silent e, add ed 3) change y to i, add ed.
Wrap-Up:
TW and SW practice writing common collocations, for instance, fried a steak, not baked a steak, and talked to a friend,
not joked to a friend (joked with a friend).
for instance example above shown to further illustrate the semantic academic function of language- providing examples.
SW write and illustrate Past Tense story books to be bound and placed in class library.
Rationale for Lesson: Many English language learners do not have, or utilize the morphology of past tense verb forms, either because
it is not used in the first language, or they have not yet acquired the forms. This lesson intends to provide authentic practice of the use
of regular past tense verbs. A variety of semantic and pragmatic activities are meant to activate prior knowledge and real life usage in
meaningful ways of the introduced concept.