Wednesday, January 2rd, 2019

Present Simple Negative

Specific Accommodations for ESOL students are highlighted in yellow

OBJECTIVE(S)/STANDARD(S) CONNECTION TO ACHIEVEMENT GOAL(S)

What will your students be able to do? How does the objective connect to the goal(s) you
Reference Common Core or your state’s have for your students this year?
standards, as applicable.
Objective: I can (Choose one of the three
objectives and complete the sentence/Elige uno This lesson is directly correlated to the objective
de lost tres opciones para completa el phrase) of the year of learning the foundations of the
English language. The present simple verb tense,
Objective: I can (Choose one of the three objectives and subsequently the negative present simple,
and complete the sentence/Elige uno de lost tres are important building blocks of the language,
opciones para completa el phrase) which coupled with vocabulary provide stepping
1. Use the verb tense “Negative Present Simple” stones for learning English.
2. Change verbs from present simple to negative
present simple
3. Create agent nouns

The Objective is framed with intentional words such as

“use, change and create” which are action verbs that
have been practiced and reinforced in class.

T1.3.A (Teacher clearly communicates lesson objective

to students using developmentally appropriate
language.)

The teacher will explain that each of the three tasks

that students will be able to do (I can statements) are
the criteria for success for the day. The teacher will
use the term “criteria for success” in English to
reinforce developmentally appropriate language and
to clearly state the points students will have to do in
order to complete the objective.

(T1.3.C). Teacher shares clear criteria for meeting

lesson objective.

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 The format of the classwork note sheet has
become routine to students at this point of the
year.

Standards Maryland English Language Arts:

-CCSS RL 1 CCR Read closely to determine what the

text says explicitly and to make logical inferences from
it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
-CCSS RL 4 CCR Interpret words and phrases as they
are used in a text, including determining technical,
connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
-CCSS RI 10 CCR Read and comprehend complex
literary and informational texts independently and
proficiently. Maryland English Language Art

DIAGNOSTIC
PREREQUISITE SKILLS How will you assess students’ mastery of these
What will your students need to know to master foundational skills?
the grade-level objective?

Students are already familiar with classroom Consistent reviewing of exit tickets and student
routines and procedures, such as entrance assessments give the teacher a consistent view of
procedure, Do Now procedures, Objective student understanding of course content.
procedures, and expectations for guided and WIDA, the standardized test used for ESOL
independent practice. education, is also a valuable indicator of student
levels in various areas of English proficiency such
as speaking, listening, reading, and writing.

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 ASSESSMENT
How will you know whether your students have made progress toward the objective? How and when
will you assess mastery?

The assessment in the lesson will be the independent practice, where students will complete four tasks
independently and with a partner.

KEY POINTS
Key points are student-facing statements that include important content students needs to know to be
successful in the lesson. What three to five key points will you emphasize?

1. Vocabulary: Students will be able to learn key vocabulary words in English. The instruction is
intentional in forcing to do more than just translate the vocabulary word into students’ first language,
students need to write definitions in English. Students will have two methods for learning vocabulary,
one will be through visual and audio through BrainPop ELL, the other through translating words from
English to Spanish (T2.3.D Teacher present content in various ways to make content clear.)

2. Guided notes in English: Exposing students to grade level notetaking in English a priority in an
ESOL classroom, however students need scaffolds to be able to do this. Having students take notes in
a guided notesheet allows them to take notes in English while having them focus specifically on key
words and phrases.
(T2.3.A: Teacher present accurate grade-level content).

3. Changing verbs for present simple affirmative to present simple negative. In the independent
practice students will use the notes from the grammar summary to change verbs into the present
simple negative.

(T2.3.B Teacher emphasizes important points to focus learning of content)

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 OPENING/HOOK (10 min.) MATERIALS
How will you communicate what is about to happen?
How will you communicate how it will happen?
How will you communicate its importance?
How will you communicate connections to previous lessons?
How will you engage students and capture their interest?
Each day the class begins with the teacher saying out-loud, and the students Student work
repeating, “Good morning my ESOL family. How are you today? I am fine. packets
Today is Wednesday. Yesterday was Tuesday. Tomorrow will be Thursday.” Projector
(T6.3.E Students use academic talk, and when necessary, teacher
consistently and appropriately supports students in speaking academically). Powerpoint
presentation
At this point students who are not prepared with a writing utensil, their Do
Writing utensil
Now Sheet, or are out of their seat are redirected to begin the class.
(T9.3.D When needed, teacher appropriately addresses, redirects or deescalates student
misbehavior or disruption in a manner that solves the issue.)

3 Students that are on-task and ready will be positively narrated. (T9.3.B Teacher promotes
and/ or reinforces positive behavior.)

Do Now: Word Wall:

1. What was your rose Rose: Rosa Christmas: Navidad
from vacation Thorn: Espina No school: No hay escuela
(vacaciones)? Spending time with my family: Pasando tiempo con mi
A. My rose from familia
vacation was ……. Sleeping: Dormiendo Eating: Comiendo
playing videogames: Jugando videojuegos

2. What was your thorn

from vacation?
A. My thorn from
vacation was ………

Students are familiar with the Do Now procedure of entering the room, collecting
their folder, and answering the Do Now. Everyday students have 4 minutes to
complete the task (shown by the timer in the bottom right hand corner of the
Powerpoint), and the format is the same every day. The questions are numbered,
while students use the sentence frames that begin with the letter “A.” Students are
provided a word wall that gives key vocabulary that students need to complete the
activity.

T7.3.B (Routines and procedures run smoothly with some prompting from the teacher.)

During this initial four minutes, the teacher will be at the door greeting students, and
then transition into completing administrative tasks such as attendance. Students

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 need no prompting from the teacher to complete this task, and a pre-selected
student in each class takes on a leadership position of marking each students Do
Now sheet upon completing

(T7.4.A Students are never idle, even while teacher does administrative tasks such as
taking attendance or preparing materials.)
(T7.3.A Students are only idle for very brief periods of time while waiting for the teacher)

(T8.4.B Students take on academic leadership roles that promote learning.)

(T7.4.C Students direct many of the transitions and routines).

Once students have completed the work on their notesheet the teacher will lead a
discussion regarding the Objective and its significance. The discussion will begin by the
teacher asking the students why this lesson objective is significant. Students will be
prompted to respond given the sentence frame “This lesson is significant because…”
(T1.4.A Teacher facilitates a discussion of the lesson objective, its significance and/or how
it applies to students’ long-term academic and/or other goals.)

After completing the Do Now, students receive the prompt from the teacher in
English to “transition to class work.” One student, pre-determined in each class,
passes out the class-work while students are putting their Do Now sheet into their
folders.

(T7.4.B Routines and procedures run smoothly with minimal or no prompting from the
teacher.)
(T7.3.C Students demonstrate they generally know their responsibilities.)
(T7.3.D Transitions are smooth with some teacher direction.)

Students will be told that this packet is worth 5 points and will be entered as a
classwork grade. This will create student ownership of their grade and the work
completed in class.
(T8.3.D Students take ownership of work and are active participants in classwork and
discussions.)

INTRODUCTION OF NEW MATERIAL (20 min.) MATERIALS

What key points will you emphasize and reiterate?
How will you ensure that students actively take in information?
Which potential misunderstandings will you anticipate?
Why will students be engaged/interested?

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 The introduction of new material begins with vocabulary practice. Using a BrainPop Student work
ELL video, students will be introduced to new vocabulary words. Students will watch packets
the video and write down the word as it comes onto the screen. Students have the
option to say the word aloud in accordance with the video, or simply write it on their Projector
note-sheet. During the time students are seated, not using phones, translators, or
dictionaries, and are allowed to collaborate with other students when necessary. Powerpoint
presentation
During the time many students feel comfortable enough to repeat the word out-loud.
This shows that all students have opportunities to contribute, and there is a positive Writing utensil
rapport in the classroom.

Presenting vocabulary in a form where students are practicing reading, writing,

listening, and speaking is a specific ESOL support that is aligned with the WIDA
rubric and WIDA high-stakes assessment.
(T8.3.C Teacher values input from all students and ensures that students have
opportunities to contribute equitably.)

(T8.3.B Interactions among teacher and students demonstrate a positive rapport and
mutual respect.)

There is no need for redirections as students are bought in to the importance of

vocabulary acquisition.
( T9.4.A) Students exhibit rare or no off-task behavior in the classroom, and there is rarely,
if any, need to refer to behavioral expectations.)
(T8.4.A Positive classroom culture is so well established that there is minimal need for
teacher direction.)

Once the vocabulary section is completed, the class will begin the guided notes
section. Students will copy down the notes from the board, or have the option to
copy notes down from a printout version of the notes. Before beginning, it will be
explained to students that these notes are important because they will give students
the information necessary to complete the independent practice at the end of class
(T3.3.A All tasks have a clear and intentional purpose).

Students notes will be in English and coincide with grade-level ELA standards,
however a scaffold will be provided in that students need to only fill in the blank with
the most important words.
(T3.3.B Teacher provides access to grade-level material for all students by
scaffolding and/or differentiating tasks).
(T2.3.A Teacher presents accurate grade-level content)

Students are given two minutes to complete the notes for a given section, at which
point the class reads the notes aloud. This wait time gives students the chance to
grapple with the content before the teacher will read it out in English, and then
translate into Spanish to ensure student understanding.
(T3.3.C Students have opportunity and time to grapple with complex texts and/or
rigorous tasks).
(T3.3.D Teacher consistently models academic vocabulary and standard
grammatical structures).

GUIDED PRACTICE (15 min.) MATERIALS

How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
Why will students be engaged/interested?
How will you monitor and correct student performance?
How will you clearly state and model behavioral expectations?

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 Student work
The Guided Practice portion of the lesson provides students with the opportunity to apply packets
the information learned through guided practice. The purpose of this section is for the
students to learn the verbs that will be used in the negative present simple. Projector
(T2.3.E Techer explicitly and thoroughly models how to engage with texts and/or tasks to
prepare students to do so independently) Powerpoint
presentation
The teacher will begin by translating the first verb for the class. The class will then repeat
Writing utensil
the word out loud.

“To carry: Llevar”

Then the teacher will get the directions for #1 in English and in Spanish:

#1. Vocabulary: Translate the verbs from English to Spanish. You may work
with a partner. (Tranduce los verbos a Ingles de Espanol. Puedes trabajar con
un companero).

Students will be allowed to work with a partner during the time. The teacher will model
different ways that partner collaboration can take place. One is that students can self-
select which words they want to translate, and then each take ownership of a certain
amount of words, then collaborate at the end of the time. This method ensures that both
partners are accountable for parts of their work.

Students will have five minutes to complete this task. Students will be allows to use phones
to translate, will be seated, and groups can be no larger than 4.
(T9.3.A Teacher’s high behavioral expectations are clear to students, and teacher
consistently holds students accountable for meeting those expectations.)

(T6.3.B Teacher sets up structures for student collaboration and they are effective at
keeping students focused and productive with minimal teacher support.)
(T6.4.B Students monitor their progress in group work and hold one another accountable
for staying productive and on task)

After the five minutes, a student volunteer will lead the academic discussion reviewing the
words. This will mean a student will say the English word out-loud, with the class repeating
it one time, then the Spanish word will be read out-loud.

(T6.4.A Students lead academic discussions with minimal teacher support).

The class will then move to the second task. In this task students will be strategically placed
in groups based on their English proficiency levels. Students at lower levels will work
together, while higher level students will also work together. This will make sure higher
level students don’t simply complete all the work, and the lower level students copy.
(T6.3.C Teacher ensures all student groups and/or pairings are strategic, purposeful, and
flexible based on student characteristics).
(T6.3.D In most student-to-student interactions, students engage in discussions with their
peers to make meaning of content or deepen their understanding).

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 (T9.3.A Teacher’s high behavioral expectations are clear to students, and teacher
consistently holds students accountable for meeting those expectations.)

If students are off-task during this time they will be redirected individually as to not disrupt
other students’ learning time.
(T9.3.E When needed, teacher addresses behavioral issues with minimal interruption to
instructional time).

INDEPENDENT PRACTICE (__ min.) MATERIALS

In what ways will students attempt to demonstrate independent mastery of the
objective?
Why will students be engaged/interested?
How will you provide opportunities for extension?
How will you clearly state and model behavioral expectations?
Student work
Students will then move forward to the independent practice portion, which will consist of packets
#3 and #4 in their note-sheet.
Projector
The teacher will read aloud the directions of both #3 and #4 in English and Spanish to
ensure that all students are aware of how to complete the task. Students will also be Powerpoint
directed to use the symbols if necessary to find where in their notes the specific task was presentation
discussed. Students can then self-select how much they want to rely on their notes versus
Writing utensil
completing the tasks independently.
(T2.3.F Teacher’s instructions are clear to all students)
(T3.4.A Teacher provides students with choices and students are able to self-select
strategies and tasks that best fit their learning needs and learning levels).

Students will have 20 minutes to complete this portion of the lesson. They will be working
independently, raising silent hands when they have questions. Students will be responsible
for holding their classmates accountable in order to gain class-wide PBIS incentives.
(T9.4.B Students self-manage behavior and monitor their peers, when needed.)

Gifted and talented students will act as teacher helpers when they are done to help
students who are at lower levels.
(T8.4.C Teacher has strong individual relationships with Students)

Using the peer-assistance models helps students have the ability to persevere through
complex tasks.
(T3.3.E Almost all students persevere through complex texts and/or rigorous tasks)

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 CLOSING (__ min.) MATERIALS
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?
Why will students be engaged/interested?
Student work
packets
For closing, the teacher will use the attention getter to get students attention. Then,
the class will complete the daily review together. It will begin with students having Projector
the opportunity to explain the objective in their own words for the class.
T1.3.D When prompted, students can explain the objective in their own words and the Powerpoint
criteria for meeting it.) presentation
(T1.4.B) When prompted, students can explain the objective, its significance and/or how it
applies to their long-term academic and/or other goals.) Writing utensil
(T1.3.B) Teacher clearly explains the significance of the lesson objective.

Then the teacher will give students the opportunity to explain how this objective is
important in other classes.
(T2.4.A Teacher makes connections across disciplines in presentation of content).

Students feel comfortable taking on the risk of speaking aloud in class because of the
strong culture built.
(T8.3.E The classroom is a safe community for all students to take on academic challenges
and risk possible failure.)

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 Handouts & Resources

Name: _________________________ What is the date today? __________________ NS.PSN

Objective: I can…
1. Use the verb tense “Negative Present Simple”
2. Change verbs from present simple to negative present simple
3. Create agent nouns
Choose one of the three objectives to complete the sentence (Elige uno de lost res objectivos para completar la phrase)

What am I going to do today? Today I am going to.. _______________________________________________

Vocabulary:

1. Our 2. New 3. Band 4. ____________________________________ 5. _______________

6. drummer 7. _______________ 8. ______________ 9. _______ 10. Bass player

11. ________________ 12. _______________ 13. Singer 14. _____________ 15. _________

16._________________ 17. _______________ 18. Nobody plays the rock 19. _______________

20. _____________________________________ 21. ________________

22. ______________________________________________________________________________________

Grammar Summary

Present Simple (Negative)

The Present Simple in the ________________ describes things that _____ ___________ or _____________

happen. We use ________________ or _________________ with the base form of the ____________.

El Presente Simple en el negativo describe cosas que no suelen suceder o nunca. Usamos no hacer o no con la
forma base del verbo.

do not = _____________ // does not = ______________ (do not: haga doesn’t= no hace)

For example: ____________________________ (yo no toco la guitarra)

We use ______________ with _____, ______ or ___________ only. The ________ stays the ___________.

(Usamos “doesn’t” con él, ella o solo. El verbo se mantiene igual)

For example: ________________________________________________. (ella no toca el piano)

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 Present Simple ______________ Present Simple ____________________

You play the bass. You don't play the guitar.

He _________ the drums. He _____________ sing.

She ___________. She ___________ ______ the piano.

It __________________. It ________________ milk.

We _________ the _______. We ________ like ____________.

You ________ letters ________ _______. You ______ ___ homework on ________________.

They ______________________. They _______________________________________

Remember!
1. In the affirmative, we add s or es to the verb in he,she and it form.
En lo afirmativo, agregamos s o es al verbo en él, ella y él.

I Swim > he swims I Play > he plays You jump> she ____________ I write > he _____________

2. In the negative, the s moves to doesn't.

En el negative la s se mueve a “doesn’t”

3. The verb itself stays in the base form.

El vebro si mismo permanence el la forma base

For example: Moby speaks Beepish.

He doesn't speak Spanish.

Agent Nouns (-er Endings)

When we add er to the verb, it becomes the person or thing that does the action of the verb.
The Verb Person / Thing

teach ______________________ (someone who ______________)

play ______________________ (someone who ______________)

sing + er ______________________ (someone who ______________)

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 work ______________________ (someone who ______________)

open ______________________ (something that _____ _______)

write _______________________ (someone ______ _______)

help _______________________ (someone who ___________)

Guided/Independent Practice:

#1. Vocabulary: Translate the verbs from English to Spanish. You may work with a partner. (Tranduce los
verbos a Ingles de Espanol. Puedes trabajar con un companero).

To carry: llevar To wait: To call: To look for:

To answer: To open: To close: To break:

To learn: To sell: To clean: To win:

To cook: To leave: To arrive: To take:

Cuando usamos “don’t or doesn’t?”

#2: Rewrite the sentence in the Present Simple Negative. (Reescribe la phrase I don’t We don’t
en “Present Simple Negative”. You don’t
He/She/It doesn’t They don’t
Present Simple Affirmative Present Simple Negative

I play the bass I don’t play the bass

He calls his mother He doesn’t call his mother

You read the book

She arrives on time to class

They sell fruit

We answer the question

I open the door

We call our family

I take out the trash

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They play soccer

We play in a band

I break the computer

#3: Write 6 sentences using the verbs in the word bank in the Present Simple Negative. (escribe 6 phrases
usando los verbos en las cajas en “Present Simple Negative).

Write Read Wait

Clean Listen Cook

Example: I don’t listen during class.

1. ________________________________________________________________________________________

2.________________________________________________________________________________________

3. ________________________________________________________________________________________

4.________________________________________________________________________________________

5.________________________________________________________________________________________

6.________________________________________________________________________________________

#4. Agent Nouns. Complete the sentence using an “agent noun” (Completa la phrase usando un “agent
noun”)

Example: Someone who wins is a winner.

Someone who helps is a …… ____________ Someone who teaches is a… ___________________________

Someone who plays is a…. ____________ Someone who sings is a … ___________________________

Someone who works is a… ______________ Someone who opens is an… ___________________________

Someone who writes is a… ______________ Someone who reads is a… ____________________________

Someone who helps is a… ______________ Someone who cleans is a… ___________________________

Someone who learns is a… _____________ Someone who bikes is a… ____________________________

Daily Review Go back to the objective and rewrite the three things we did today. Regresa a el objective y
reescribe las tres cosas que hicimos hoy).
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Today I…..

1.________________________________________________________________________________________

2. ________________________________________________________________________________________

3. ________________________________________________________________________________________

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