LESSON Academic Writing

wanted

wanted

honored

honored

showed

pronounced

pronounced

gave

gave

was

was

felt

felt

knew

Academic Writing

Past-Tense Verbs

IDENTIFY PAST-TENSE VERBSChange the regular and irregular verbs to their past tense.

Regular Verbs Irregular Verbs

• want

• honor

• show

• pronounce

• give

• is

• feel

• know

WRITE PAST-TENSE VERBSComplete each sentence with the correct past-tense verb from the table above.

1. My parents to name me after someone famous.

2. On my first day of school, my teacher my name correctly.

3. Alejandro’s new classmates him the nickname “Ale.”

4. Rejah embarrassed when the teacher said her name wrong.

5. Ayanna named after her mother.

6. My parents my aunt’s legacy by naming me after her.

EXPAND AND EDIT The sentences below have an error. Correct the sentences and rewrite them.

1. She is say hello to the class.

2. The teacher introduces her and pronounce her name correctly.

Rewrite the sentences with more details.

3. Today is Ayah’s first day of school.

4. Ayah feels welcomed.

Look at the picture. Write a sentence about what will happen next.

5.

Using Past-Tense Verbs Writers use past-tense verbs to tell about events that happened in the past.

Make the past tense of regular verbs by adding an –ed ending. For verbs that end in e, add –d.

play played talk talked like liked love loved

For irregular verbs, you need to memorize the past-tense form.

is wasare were

give gave know knew

think thoughtfeel felt

say saidteach taught

Language to COMPARE and CONTRAST

My answer is like (yours/Name’s).

My answer is different from (yours/Name’s).

22 Issue 1

LESSON 10IDENTIFY PAST-TENSE VERBS

Teach the Grammar Skill• Introduce the skill. Read “Using Past-Tense Verbs” and

have students underline key ideas.

• Teach how to form past-tense verbs: Add –ed: To form a regular past-tense verb, add –ed to the base verb. For example, played. End in e, add –d: When a verb ends with e, add –d to form the past tense. Like becomes liked. Irregular Verbs: For some English verbs, we do not add –ed to form the past tense. For example, is becomes was and give becomes gave.

Write Verbs in the Past Tense• Read aloud the verb want, and have the class repeat

it chorally. Model writing the past-tense verb. Want is a regular verb, so to write it in the past tense, I add –ed to the end. Repeat, please: wanted.

• Echo-read each regular verb, and have students write the past-tense form. Elicit student reporters to spell and say each word in the past tense, and have the class chorally repeat them.

• Repeat for irregular verbs. Model finding the past-tense form of the irregular verb in the box above.

WRITE PAST-TENSE VERBS

Use Past-Tense Verbs• Read the directions. Explain that students will use

verbs from the prior task to complete the sentences.

• Echo-read the first sentence, saying blank for the blank. Model identifying the correct past-tense verb to use from the table. Let’s review the verbs in the table. I think wanted makes the most sense.

• Echo-read sentence 2. Provide time for students to choose the verb that best completes the sentence.

• Echo-read the language to COMPARE/CONTRAST . Guide students to compare choices and choose the best answer. Read the sentence to your partner. Listen to see if your partner’s answer is similar or different. Partner Bs, lead the discussion.

• Eliciting Responses (p. T14) Elicit responses with standing reporters. Have students listen and prepare to COMPARE/CONTRAST . Call on students until a few have shared. Partner As, stand and prepare to report. (Name), please go first. Standing reporters, listen to see if your answer is similar or different.

• Confirm the correct answer, display the verb, and echo-read the sentence. Repeat the process for each sentence, changing standing reporters (A/B).

DO NOT EDIT--Changes must be made through "File info" CorrectionKey=NL-A


E3D_LL_PETE_I01_022-023_WR.indd 22 27/05/20 1:31 PM

She is saying hello to the class.

The teacher introduces her and pronounces her name correctly.

Today is Ayah’s first day of school in Ms. Murray’s seventh-grade class.

Ayah feels welcomed because her new teacher said her name correctly.

I think that Ayah will introduce herself to the class and tell them about where she is from.

Past-Tense Verbs

IDENTIFY PAST-TENSE VERBSChange the regular and irregular verbs to their past tense.

Regular Verbs Irregular Verbs

• want

• honor

• show

• pronounce

• give

• is

• feel

• know

WRITE PAST-TENSE VERBSComplete each sentence with the correct past-tense verb from the table above.

1. My parents to name me after someone famous.

2. On my first day of school, my teacher my name correctly.

3. Alejandro’s new classmates him the nickname “Ale.”

4. Rejah embarrassed when the teacher said her name wrong.

5. Ayanna named after her mother.

6. My parents my aunt’s legacy by naming me after her.

Sentence Fix-Ups

EXPAND AND EDIT The sentences below have an error. Correct the sentences and rewrite them.

1. She is say hello to the class.

2. The teacher introduces her and pronounce her name correctly.

Rewrite the sentences with more details.

3. Today is Ayah’s first day of school.

4. Ayah feels welcomed.

Look at the picture. Write a sentence about what will happen next.

5.

Today is Ayah’s first day

of school. She is say

hello to the class. The

teacher introduces

her and pronounce her

name correctly. Ayah

feels welcomed.

Using Past-Tense Verbs Writers use past-tense verbs to tell about events that happened in the past.

Make the past tense of regular verbs by adding an –ed ending. For verbs that end in e, add –d.

play played talk talked like liked love loved

For irregular verbs, you need to memorize the past-tense form.

is wasare were

give gave know knew

think thoughtfeel felt

say saidteach taught

Language to COMPARE and CONTRAST

My answer is like (yours/Name’s).

My answer is different from (yours/Name’s).

Are You Your Name? 23

EXPAND AND EDIT

Correct the Sentences• Introduce the task: to read a picture description,

correct the grammar, and add interesting details.

• Echo-read the description to the right of the picture. Direct partners (A/B) to use the description to discuss what they see in the picture. Model the process and have students make observations. I see two people standing at the front of the classroom—I bet that is Ayah, the new student, and her teacher. What else do you notice?

• Cue Partner Bs to share the first observation. Make yourself available for questions and support.

• Review the first set of directions, and model how to correct sentence 1. She is say hello to the class. The action is happening now, so we ’ll use is and a verb + –ing instead of the present-tense verb say.

• Echo-read the second sentence, and have partners work together to correct and rewrite it.

• Preselect two students to share their responses. Point out essential corrections. Direct partners to compare their sentences to the one you display to make sure they didn’t miss any errors.

Add New Details• Read the second set of directions. Model adding

details to sentence 3. I’ll add a detail about her teacher and class. I’ll write: Today is Ayah’s first day of school in Ms. Murray’s seventh-grade class.

• Echo-read each sentence, and have partners work together to add details.

• Preselect two students to share their responses before eliciting volunteers. Establish expectations for reporting. Stand, pick up your book, and read your response twice, using your public speaking voice: slowly, loudly, and with emphasis.

• Record and display students’ expanded sentences. Point out improvements.

Write a Response• Review the third set of directions, and model how to

write a response about what will happen next. What might happen next? I think Ayah might tell the rest of the class more about where she is from. I’ll write that idea in a complete sentence.

• Have partners work together to write a response. Encourage them to use your sentence starter: I think that (Ayah/the teacher/the students) will . . .

• Eliciting Responses (p. T14) Elicit a range of responses: preselected, random, and voluntary.



Academic Writing

BRAINSTORM IDEASChoose one prompt. Use the organizer to plan your paragraph.

What part of your name are you going to write about?

First name: Amna

Middle name:

Last name(s):

Nickname(s):

How will your narrative begin? I will write about (how/why/when) . . .

I will write about why my parents chose my name. I will write about what my name means.

What details will you include? I will include details about (how/why/when) . . .

I will include details about how I felt about my name. At first, I did not like it. I will then write about how now I like my name.

How will your narrative end? I will end my narrative with (how/why/when) . . .

I will end my narrative with how I feel the story of my name is special and honors my culture.


First name:

Middle name:

Last name(s):

Nickname(s):




Student Writing Models

What is a Narrative?A narrative tells a story about a person's experience.

The beginning introduces the characters and the topic.

The middle gives details about the events in the order that they happened.

The end summarizes the important ideas.

A

B

C

PROMPT 1My Journey with My Name

by Amna Karame

PROMPT 2 My New School by Li Wei Xiang

I was born 15 years ago, and my parents named me Amna. My family is from Yemen, where

people speak Arabic. In Arabic, my name means peace. My parents believed that I would bring

peace to their lives. At first, I did not like my name. It sounded different from other names in the

United States. However, as I got older, I learned to love it. Now, I think my name sounds beautiful.

It is an important part of my identity. Even though I did not like my name at first, now I would

never change it. My name honors my background, my language, and my culture.

Two years ago, I moved to a new school. My parents are from China, so my name is Chinese.

Some people at my new school thought my name was too difficult to say. On my first day, my

teacher told me he would call me Jake. At first, I enjoyed my name change. But a few months later,

it started to affect me. It felt like my identity was being erased. Finally, I decided to tell people,

“My name is not Jake. It’s Li Wei.” I explained how to pronounce my name every time someone

had trouble. Now, people call me by my true name. I finally feel respected at school.

MARK THE PARAGRAPHSRead each paragraph with a partner. Notice the beginning, middle, and end.

• Circle five past-tense verbs.

• Underline three detail sentences.

• Star four strong word choices.

Language to REACT

I appreciated that the writer .

I was surprised that .

I enjoyed the writer’s .

A

A

B

C

B

C

24 Issue 1

LESSON 11MARK THE PARAGRAPHS

Introduce the Academic Writing Type• Introduce the narrative writing type. We will spend

the next few days reading and writing narrative paragraphs. The purpose of a narrative is to tell a story. Narratives can be fiction, made up, or nonfiction, based on true events. In a personal narrative, like the ones we’ll write, the writer tells a story from their life and explains how their life changed as a result.

• Echo-read the academic writing type description and guide students to underline key phrases.

Read the Student Writing Models• Tell students that you will read and analyze two

narratives written by students. Echo-read the first prompt on the next page that correlates with the first model narrative. The first student model tells the story of how the author got her name.

• Building Reading Fluency (p. T10) Guide students in reading the first model multiple times to ensure fluent reading before analyzing and marking the text. Read aloud the model 2–3 times with Oral Cloze, and again with Partner Cloze. Assign half of the paragraph for each partner to read with Partner Cloze.

• Explain that students will have the opportunity to react to the model paragraphs. Introduce and echo-read the language to REACT , and model a response. I appreciated that the writer shared how her feelings about her name changed over time.

• Eliciting Responses (p. T14) Facilitate partner (A/B) reactions to the student model. Elicit a range of responses: preselected, random, and voluntary.

Teach and Discuss Narrative Elements• Have partners (A/B) reread the first writing model,

then guide them to mark the elements.

• Introduce each element and marking task. We will start by looking for past-tense verbs. Don’t forget, past-tense verbs often end in –ed. We will also look for irregular past-tense verbs, like was.

• Model reading aloud the first sentence and identifying elements. I see two past-tense verbs in this sentence, was and named. I’ll circle both.

• Reread the first model paragraph aloud, sentence by sentence. Guide students in marking verbs, detail sentences, and strong word choices.

• Repeat with the second student writing model: 1) read prompt; 2) guide multiple reads; 3) react to the text; 4) analyze elements; and 5) mark the text.




BRAINSTORM IDEASChoose one prompt. Use the organizer to plan your paragraph.


First name: Amna

Middle name:

Last name(s):

Nickname(s):


I will write about why my parents chose my name. I will write about what my name means.


I will include details about how I felt about my name. At first, I did not like it. I will then write about how now I like my name.


I will end my narrative with how I feel the story of my name is special and honors my culture.


First name:

Middle name:

Last name(s):

Nickname(s):




Organize a Narrative

Prompts:

1. Write the story of your name or nickname. Include where it came from or how you got it.

2. Write about a positive or negative experience you had with your name.

MARK THE PARAGRAPHSRead each paragraph with a partner. Notice the beginning, middle, and end.

• Circle five past-tense verbs.

• Underline three detail sentences.

• Star four strong word choices.

Language to REACT

I appreciated that the writer .


I enjoyed the writer’s .


BRAINSTORM IDEAS

Analyze the Writing Prompt• Have students echo-read the writing prompts.

Direct students to underline key words and phrases. For this narrative, you have two prompts to choose from. If you choose the first prompt, you’ll write about the story of your name or a nickname, so you’ll tell where the name came from or how you got it. If you choose the second prompt, you’ll write about a positive, good, or negative, bad, experience that you’ve had with your name.

Review a Model Organizer• Guide students through the model organizer, making

connections to the first student model on page 24.

• Point out the sentence starters that the student used to begin each sentence in the completed organizer. Have students underline them in the model response. You can also use this phrasing to answer the question in your organizer.

Guide Note-Taking• Read aloud the prompts again, and have students

circle the number next to the prompt they will use for their narrative paragraphs.

• Guide students through each section of the organizer. Model how to complete each section. I’ll start by checking a box next to the part of my name or nickname that I’m going to write about. I’m going to write about my nickname, so I’ll check that box and write my nickname on the line.

• Direct students to describe what they will write about for the beginning, middle, and end of their narratives. Let’s think about what you will write for the beginning, middle, and end of your narrative paragraphs. In the beginning, you’ll want to introduce the characters and the topic—either how you got your name, or an experience you had with your name. In the middle, you’ll give details to tell about the events in the order that they happened. In the end, you might tell how you feel about your name now or why your name is important to you.

• Encourage students to use the provided phrasing to begin their written response to each question.

• Eliciting Responses (p. T14) Invite two preselected students to share with the class what they plan to write about and how they will begin. Encourage two additional volunteers to share their plans for their narrative paragraphs. With a small group, have each student share.



Academic Writing

My Name and My Culture

I was born years ago in My family

has people and our home language is

My name is My family gave me this name because

they

When I was younger, I my name because I thought it

was Now, I think that my name

is My name honors my

Narrative WritingWRITE TOGETHERWrite narrative paragraphs using the frames below.

WRITE ON YOUR OWNWrite a narrative paragraph with a beginning, middle, and end. Include details, past-tense verbs, and strong word choices. Check your grammar and spelling.

Title:

Author:

My First Day of School

In I came to a new school. At first, I felt

because I thought my classmates and teacher would think my name sounded

However, my teacher worked hard to pronounce

my name correctly. Then she the class to pronounce

my name the right way, too. I explained what my name means in my language,

My teacher

helped me feel on my first day. Even though I was

at first, I felt at my new school.

(adjective: concerned)(year)

(adjective: different)

(past-tense verb: helped)

(number) (country)

(number) (language)

(language) (adjective: caring)

(adjective: respected)

(adjective: afraid) (adjective: welcome)

(name)

(past-tense verb: thought . . . )

(liked/did not like)

(adjective: easy to say)

(noun: culture . . . )(adjective: special)

PROMPT 2

PROMPT 1

14

Spanish.

Guadalupe.

wanted to honor the legacy of my great-grandmother, Guadalupe.

did not like

difficult to spell.

unique. family's history and

2019 worried

funny.

taught

Mandarin. kind

welcome

nervous happy

Honduras.

five

my great-grandmother's legacy.

26 Issue 1

LESSON 12WRITE TOGETHER

Introduce the Writing Assignment• Read the writing prompts aloud to clarify the

assignment. We will collaborate, or work together, to draft two narratives—one for each prompt. This will help you prepare to write your own paragraphs.

• Display the writing frame. Explain the purpose of the small text in parentheses. The text under the lines provides grammar targets and examples of precise words to use, like thought.

Write the Beginning of a Narrative• Starting with prompt 1, read aloud the frame for

the first sentence. Model how to complete the first sentence. We’ll start by writing a number to tell how many years ago you were born, then you’ll write the country you were born in. Repeat for the next two sentences.

• Remind students to capitalize proper nouns. For example, Honduras is the name of a country, so I use a capital H at the beginning of the word.

Write Middle of a Narrative• Remind students that detail sentences show the

order of events and include strong word choices.

• Read aloud the frame for the first detail sentence, saying blank for blanks, and model completing it.

• Have partners complete the detail sentences.

Write the End of a Narrative• Model how to write a conclusion that explains the

importance of the story. We’ll end our paragraphs by telling what we think of our names now.

• Guide partners to complete the conclusion using precise language.

Read and Revise a Narrative Paragraph• Read aloud the sample narrative. Model replacing

everyday words with strong word choices. I noticed that we used liked in this sentence. Let’s replace liked with a precise past-tense verb: admired. Have students identify and circle other past-tense verbs.

• Make yourself available for questions and language support. Raise your pencil if you need help with spelling, grammar, or word choices while writing.

• Repeat with the frame for prompt 2. Guide partners to write, read, and revise their narrative paragraphs.

• Building Reading Fluency (p. T10) Guide fluent reading of the completed paragraphs using Oral Cloze. Assign partners (A/B) a paragraph to read with Partner Cloze after you have finished.




Narrative WritingWRITE TOGETHERWrite narrative paragraphs using the frames below.

WRITE ON YOUR OWNWrite a narrative paragraph with a beginning, middle, and end. Include details, past-tense verbs, and strong word choices. Check your grammar and spelling.

Title:

Author:

Prompts:

1. Write the story of your name or nickname. Include where it came from or how you got it.

2. Write about a positive or negative experience you had with your name.

Language to REACT

I enjoyed the interesting .


I appreciated how you .


WRITE ON YOUR OWN

Write a Narrative Paragraph• Read aloud the directions and prepare students

for writing. We’ve read model narratives, planned our own paragraphs, and drafted two narratives together. Now you’ll write a narrative on your own!

• Guide students through the writing process. Start with the title and author. Display and review the titles in the four writing models. Add others less confident students might adapt, like: The Importance of My Name or The Story of My Name.

• Model writing the title and author. My narrative will be about the nickname my brother gave me, so I’ll write the title: Nicknamed by Nico. Then I’ll write my name for the author. You can always revise your title after to make it more interesting.

• Model using the organizer on page 25 and the writing frames on page 26 to write a narrative paragraph. I chose prompt 1 for my narrative paragraph—I’ll write about how I got my nickname. In the first section of my organizer, I wrote that I need to introduce the characters and topic, how I got my nickname. I’ll use the frame to get started.

• Provide time for students to write their own narratives in response to one of the prompts. Remind them to include details, past-tense verbs, and strong word choices in their responses.

• Make yourself available for questions and language support. Raise your pencil if you need help with spelling, grammar, or word choices. I can also help you with expressing challenging ideas clearly.

• Have partners exchange drafts, read them carefully, and look for everyday words that could be replaced by precise words. Have them place a dot above the words they identify. Model the process with your own draft. Include a few weak word choices and have students point them out. I’d like to improve these two detail sentences: My little brother didn’t say my name good. It made people laugh. Help me out. With your partner, select a word in each sentence I could make stronger and more clear. I agree that good and people are too general. Let’s come up with more precise words. Yes, correctly is a stronger synonym for good and family members is a more accurate plural noun than people.

• Assign students to groups of three with classmates who are not their assigned partners. Have groups number off 1–3. Direct number 1s to read their narrative aloud first. Display language to REACT and encourage students to offer affirming feedback.



LESSON Academic Writing

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