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Lola the Lion

Stage Five
Use Past Tense Verbs Ending in ‘ED’

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Stage Five Plans

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Learn to increase the use regular past tense verbs.

 Lola the Lion Flipbook

 Speaking

Model an action followed by a verbal model using the pronoun “I” followed by a past tense regular verb. For example, model the action of walking. As you head for the door, stop and model “I walked.”

Show a photo of an activity that you were engaged in while modeling a phrase that demonstrates how you felt in the past, for example: “I loved swimming” or “I hated going on that ride.” Follow up asking a question about a specific past tense activity that the individual was engaged in, for example: “Tell me how you felt about your trip.”

 Reading

Present shared background knowledge to the individual regarding activities that happened in the past. Some examples: “We went on a field trip yesterday and did lots of things; we looked at animals, played a fun game, and did lots more.” Explain that in the story “Lola the Lion,” we will be talking about her day.

Present the purpose of the story that will be read to the child so they have knowledge of what to listen for. For example, “we are reading a story about a lion named Lola; we will learn about all the things she did.” Then instruct the individual to listen to the story so that they can tell what Lola did.

Download the teaching materials at the end of this lesson. Read the story. Focus on the past tense verbs.

Reread the story together. Wait for the individual to read out loud the past tense verbs.

If he/she has difficulty producing a past tense verb, you may model a sentence. Allow the individual to try again.

BOOKS

 Writing

Connect the device to a computer with a USB cable or Bluetooth module. Let the person practice writing the target words into a word document.

If you are using WordPower (Saltillo or TouchChat), save the person’s writing using Stories and Scripts within the vocabulary. Learn more about this feature here.

Read the story again, and have the person write target phrase on the computer.

Use this book as a template for the person to write their own story using their favorite animal, photos of classmates, or of themselves.

Use the included writing template with your student to write the story using computer emulation. Text can be inserted on each line using the AAC device connected to the computer either with a USB cable or a Bluetooth module. When one line is full, the student can tab to the next line. Stories can be printed and illustrations can be added.

Talk about past experiences that the person may have had. Ask the person to write a story about what he or she did, as well as how they felt about their experiences.

WRITING TEMPLATES

Past Actions Writing Template Young Adult

 Extension

Create a lion mane with your student. Cut out a circle with room in the middle for the student's face. Cut out strips of orange, yellow and red. Tell the student a verb from the target list. Ask them to tell you the past tense of each verb. Write the word on one of the strips and attach to the circle. Have them model the lion mask once it is complete. You can also name other verbs and ask them to name the past tense of each verb.

Model using past tense verbs during teachable moments. For example, after you complete an activity, state what action or activity had just occurred and how you felt about it, for example: “I played with my dog,” “I liked it.”

Use favorite toy activities such as fisher price animals and a barn to elicit phrases after an action or activity, such as “my horse walked down the road,” “What did your horse do?”

Objectives

The person will use a regular past tense phase to indicate an action that happened in the past, for example: “I played with my friend.”

The person will use a regular past tense phase to indicate a past perception, for example: “I liked that song” or “I loved that song.”

Materials Needed

(In addition to the books, games and activities provided in this lesson plan)

- photos of activities
- toy animals

Vocabulary Targets

Learned
Stopped
Looked
Listened
Worked
Helped
Turned
Played

A Smart Chart is a list of the icon sequences you will need to locate the target vocabulary for this lesson. Choose your language system and level to access the specific Smart Chart you’ll need.

 Homework Card

Can-Do Cards are fun, motivational activities the entire family can do to help your child improve their communication skills. Most activities will fit nicely into your daily family routines.

Start Homework Plan

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Use Past Tense Verbs Ending in ‘ED’

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Use Verbs Ending in ‘S’

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Common Core Standards
Below are references to the Common Core Standards organized by grade level and associated with the goals and objectives of this lesson plan. When considering which standards to target in your lessons with students, begin by looking at the standards at your student’s grade level. You may need to refer to that same standard at a lower grade level to adapt your lesson to best meet the needs of your student.

K.RIT.1 Ask and answer questions about key details in a text.
K.RIT.4 Ask and answer question to help determine or clarify the meaning of words and phrases in a text.
K.SL.6 Speak audibly and express thoughts, feelings and ideas clearly.
K.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
K.W.2 Use a combination of drawing, dictating and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
K.W.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

1.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
1.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

2.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2.L.3 Use knowledge of language and its conventions when writing, speaking, reading or listening.
2.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

3.L.1e Form and use the simple verb tenses.
3.W.6 With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others.

4.L.1b Form and use the progressive verb tenses.
4.L.3 Use knowledge of language and its conventions when writing, speaking, reading or listening.
4.W.6 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type and minimum of one page in a single sitting.
4.W.10 Write routinely overextended time frames and shorter time frames for a range of descipline-specific tasks, purposes and audiences.

5.SL.6 Adapt speech to a variety of context and tasks, using formal English when appropriate to task and situation.
5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition and other logical relationships.
5.W.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single setting.
5.W.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes and audiences.

6.SL.2 Interpret information presented in diverse media and formats and explain how it contributes to a topic, text or issue under study.
6.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
6.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
6.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details and well-structured event sequences.
6.W.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
6.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach.
6.HSS.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
6.HSS.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical contest relevant to grades 6-8 texts and topics.

7.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
7.SL.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details and examples; use appropriate eye contact, adequate volume and clear pronunciation.
7.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
7.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension and expression.
7.W.6 Use technology, including the internet to produce and publish writing and link to and cite sources as well as interact and collaborate with others, including linking to and citing sources.
7.W.10 Write routinely overextended time frames and shorter time frames for a range of discipline-specific tasks, purposes and audiences.

8.SL.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
8.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
8.L.1b Form and use verbs in the active and passive voice.
8.L.1c Form and use verbs in the indicative, imperative, interrogative, conditional and subjunctive mood.
8.L.3a Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects.
8.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
8.W.6 Use technology, including the internet, to produce an publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
8.W.10 Write routinely overextended time frames and shorter time frames.

9.10.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
9.10.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
9.10.L.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
9.10.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection organization and analysis of content.
9.10.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
9.10.W.6 Use technology, including the internet to produce, publish and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
9.10.W.10 Write routinely overextended time frames and shorter time frames.
9.10.ST.7 Translate quantitative or technical information expressed in words in a text into visual form and translate information expressed visually or mathematically into words.
9.10.HSS.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

11.12.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
11.12.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
11.12.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
11.12.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.
11.12.L.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
11.12.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.
11.12.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
11.12.W.6 Use technology, including the internet to produce, publish and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
11.12.W.10 Write routinely overextended time frames and shorter time frames for a range of tasks, purposes and audiences.
11.12.ST.2 Determine the central ideas of conclusions of a text, summarize complex concepts, processes or information presented in a text by paraphrasing them in simpler but still accurate terms.
11.12.ST.4 Determine the meaning of symbols, key terms and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
11.12.HSS.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.