Lesson 51 covers:

• Elementary Level: Past and Present Tense Verbs
• Mid Level: Homophones and Homonyms
• High Level: Compare and Contrast Essays

Elementary Level (Kinder to Grade 2)

Subject: Past and Present Tense Verbs

Alignment with Standards:

• CCSS.ELA-LITERACY.L.1.1.E – Use verbs to convey a sense of past, present, and future.
• CCSS.ELA-LITERACY.L.1.1.C – Use singular and plural nouns with matching verbs.

Lesson Objectives:

By the end of this lesson, the student will be able to:

1. Define past tense (actions that already happened) and present tense (actions happening now).
2. Identify and sort verbs into past and present tense (e.g., run/ran, jump/jumped).
3. Use correct verb tenses in simple sentences.

Materials Needed:

• Verb flashcards (with pictures and words)
• Whiteboard/markers or paper/pencils
• Two baskets or containers labeled “Past” and “Present”
• Printed worksheets (verb sorting, fill-in-the-blank)
• Short story or sentences with mixed tenses (for practice)

Lesson Activities:

Day 1: Introduction to Past and Present Tense

Objective: Understand the difference between past and present tense verbs.

1. Warm-up Discussion (10 min):
   • Ask: “What did you do yesterday? What are you doing right now?”
2. Direct Instruction (15 min):
   • Explain:
     • Present Tense: “I eat an apple.” (Happening now.)
     • Past Tense: “I ate an apple.” (Already happened.)
   • Write examples on a whiteboard and highlight the verbs.
3. Activity (20 min):
   • Verb Charades: Act out actions (e.g., walk, walked), and have the student guess and say the verb in both tenses.
   • Verb Sorting: Give the student flashcards to sort into “Past” and “Present” baskets.

Day 2: Practicing Verb Tenses

Objective: Differentiate and use past/present verbs in sentences.

1. Review (10 min):
   • Quick game: “Is ‘played’ past or present?” (Answer: past.)
2. Guided Practice (20 min):
   • Fill-in-the-Blank Sentences:
     • “Yesterday, I ___ (walk/walked) to the park.”
     • “Today, I ___ (play/played) with my dog.”
   • Verb Match-Up: Pair present tense verbs with their past tense forms (e.g., run/ran, eat/ate).
3. Creative Activity (15 min):
   • Draw It! Have the student draw two pictures of the same action (e.g., “I swim today” vs. “I swam yesterday”).

Day 3: Reinforcement and Application

Objective: Use past and present verbs in spoken and written sentences.

1. Verb Hunt (15 min):
   • Read a short story or sentences aloud. Have the student clap when they hear a past-tense verb and stomp for present tense.
2. Writing Practice (20 min):
   • Have the student write 2 sentences about what they did yesterday (past) and 2 about what they’re doing now (present).
3. Extension (Optional):
   • Tense Detective: Find verbs in a favorite book and label them past/present.

Assessment:

• Oral Check: Ask the student to say a past and present sentence (e.g., “I paint a picture.” / “I painted a picture.”).
• Worksheet Accuracy: Check sorting and fill-in-the-blank activities.
• Sentence Writing: Evaluate if verbs are used correctly in their own sentences.

Adaptations for Different Learners:

• Visual Learners: Use color-coding (e.g., highlight past tense in red, present in green).
• Auditory Learners: Chant verbs in a song (“Today I walk, yesterday I walked!”).
• Kinesthetic Learners: Act out verbs while saying them in both tenses.

Mid Level (Grade 3 to 5)

Subject: Homophones and Homonyms

Alignment with Standards:

• CCSS.ELA-LITERACY.L.4.1.G – Correctly use frequently confused words (e.g., to, too, two; there, their).
• CCSS.ELA-LITERACY.L.4.4 – Determine or clarify the meaning of unknown words.
• CCSS.ELA-LITERACY.L.4.5 – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Lesson Objectives:

By the end of this lesson, the student will be able to:

1. Define homophones (words that sound alike but have different meanings/spellings) and homonyms (words that sound alike and may be spelled alike but have different meanings).
2. Identify and correctly use common homophones (e.g., sea/see, flower/flour) and homonyms (e.g., bat [animal] vs. bat [sports equipment]).
3. Apply knowledge through word puzzles, fill-in-the-blank exercises, and creative writing.

Materials Needed:

• Whiteboard or paper for lists
• Flashcards with homophone/homonym pairs
• Printed worksheets (word puzzles, fill-in-the-blanks)
• Colored pencils or highlighters
• Storybook or short passage with examples (optional)

Lesson Activities:

Day 1: Introduction to Homophones

Objective: Understand what homophones are and recognize common examples.

1. Warm-up Discussion (10 min):
   • Ask: “Have you ever heard words that sound the same but mean different things?”
2. Direct Instruction (15 min):
   • Define homophones (e.g., knight/night, sea/see).
   • Create a classic homophones list together (e.g., to/too/two, there/their/they’re).
3. Activity (20 min):
   • Homophone Matching Game: Use flashcards to pair words with their meanings (e.g., match “flower” with a plant and “flour” with baking ingredient).
   • Fill-in-the-Blank Sentences:
     • Example: “I ___ a sandwich for lunch.” (ate/eight)

Day 2: Introduction to Homonyms

Objective: Differentiate homonyms from homophones.

1. Review (10 min):
   • Quick quiz: “Is ‘sun’ and ‘son’ a homophone or homonym?” (Answer: homophone—same sound, different meaning/spelling.)
2. Direct Instruction (15 min):
   • Define homonyms (words that sound and may be spelled the same but have different meanings).
   • Examples:
     • Bat (flying mammal) vs. bat (used in baseball)
     • Light (not heavy) vs. light (brightness)
3. Activity (20 min):
   • Homonym Charades: Act out different meanings (e.g., “bank” as in money vs. river).
   • Sentence Writing: Have the student write two sentences using the same word in different ways (e.g., “The duck can fly.” / “I will duck under the table.”).

Day 3: Practice and Application

Objective: Reinforce learning through puzzles and creative tasks.

1. Word Puzzle (15 min):
   • Crossword or Word Search with homophones/homonyms.
   • Example:CopyDownload

Across:  
2. "I ___ a book." (read/red)  
4. "The ___ is shining." (sun/son)  

1. Fill-in-the-Blank Story (20 min):
   • Provide a short passage with missing homophones/homonyms (e.g., “The ___ (knight/night) rode under the ___ (moon/moan).”).
2. Extension (Optional):
   • Illustrate It! Draw pictures showing different meanings of a homonym (e.g., a “trunk” as an elephant’s nose vs. a tree part).

Assessment:

• Oral Quiz: Ask the student to define and give examples of homophones vs. homonyms.
• Worksheet Accuracy: Check fill-in-the-blank and puzzle answers.
• Creative Writing: Have them write a silly sentence using at least three homophones (e.g., “The two ants ate too much flour near the flower.”).

Adaptations for Different Learners:

• Visual Learners: Use color-coding (e.g., highlight homophones in yellow, homonyms in blue).
• Auditory Learners: Say words aloud and emphasize pronunciation.
• Kinesthetic Learners: Act out meanings or use objects (e.g., a toy bat vs. a picture of a bat).

High Level (Grade 6 to 8)

Subject: Compare and Contrast Essays

Alignment with Standards:

• CCSS.ELA-LITERACY.W.7.2 – Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information.
• CCSS.ELA-LITERACY.W.7.2.A – Introduce a topic clearly, previewing what is to follow; organize ideas logically.
• CCSS.ELA-LITERACY.W.7.2.B – Develop the topic with relevant facts, definitions, concrete details, quotations, or other information.
• CCSS.ELA-LITERACY.W.7.4 – Produce clear and coherent writing appropriate to task, purpose, and audience.

Lesson Objectives:

By the end of this lesson, the student will be able to:

1. Define and identify the purpose of a compare and contrast essay.
2. Use graphic organizers (Venn diagrams, tables) to analyze similarities and differences between two subjects.
3. Structure an essay using either the block method or point-by-point method.
4. Write a well-organized 4-5 paragraph compare and contrast essay with a clear thesis, body paragraphs, and conclusion.

Materials Needed:

• Notebook or lined paper
• Graphic organizer templates (Venn diagram, comparison chart)
• Sample compare and contrast essays (provided or from literature)
• Highlighters or colored pens for annotation
• Access to books, films, or articles for topic selection (optional)

Lesson Activities:

Day 1: Introduction to Compare and Contrast Essays

Objective: Understand the purpose and structure of compare and contrast essays.

1. Warm-up Discussion (10 min):
   • Ask: “What does it mean to compare two things? What about contrasting?”
2. Direct Instruction (20 min):
   • Explain the two main structures:
     • Block Method: Discuss all features of Subject A, then all features of Subject B.
     • Point-by-Point Method: Alternate between Subject A and Subject B for each comparison point.
   • Provide a sample essay (e.g., comparing two characters from a book).
3. Activity (20 min):
   • Have the student complete a Venn diagram comparing two familiar items (e.g., books, movies, sports).

Day 2: Brainstorming and Thesis Development

Objective: Choose a topic and craft a strong thesis statement.

1. Mini-Lesson (15 min):
   • Explain that a thesis statement should:
     • Name the two subjects.
     • State whether the focus is on similarities, differences, or both.
   • Example: “While both cats and dogs make great pets, their care needs and temperaments differ significantly.”
2. Activity (30 min):
   • Student selects two topics to compare (e.g., two historical figures, two inventions, two sports).
   • Fills out a comparison chart with at least three similarities and three differences.

Day 3: Drafting the Essay

Objective: Write a first draft using an outline.

1. Modeling (20 min):
   • Show an outline template for both block and point-by-point methods.
   • Example Outline:
     • Introduction (Hook, Background, Thesis)
     • Body Paragraphs (Similarities, Differences)
     • Conclusion (Restate Thesis, Final Thought)
2. Writing Time (40 min):
   • Student writes a first draft of their essay.

Day 4: Peer or Parent Review & Revision

Objective: Strengthen writing through feedback and revision.

1. Review Checklist (20 min):
   • Does the introduction grab attention?
   • Is the thesis clear?
   • Are transitions used (e.g., similarly, however, in contrast)?
   • Are details and examples provided?
2. Revision (30 min):
   • Student revises based on feedback.

Day 5: Final Draft & Extension Activity

Objective: Publish a polished essay and reflect.

1. Final Draft (30 min):
   • Student writes a neat or typed final version.
2. Extension (Optional):
   • Turn the essay into a presentation (e.g., slideshow, poster).

Assessment:

• Graphic Organizer Completion (Day 1-2)
• First Draft with Clear Structure (Day 3)
• Revised & Polished Final Essay (Day 5)

Adaptations for Different Learners:

• Visual Learners: Use color-coding for similarities/differences.
• Kinesthetic Learners: Act out comparisons (e.g., pretending to be two different characters).
• Advanced Learners: Compare three items or analyze deeper themes.