Discussing Past Habits

Curriculum Area: English Language Arts (ELA) - Grade 9

Focus: Understanding and Using Past Habit Structures in English

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Lesson Objectives

1. Understand the structure and usage of "used to" and "would" for expressing past habits.
2. Identify the context in which American English typically employs these structures.
3. Practise forming sentences using "used to" and "would" to describe past habits.
4. Engage in a collaborative storytelling activity to reinforce the concepts.

Common Core Standards

• CCSS.ELA-LITERACY.L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• CCSS.ELA-LITERACY.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues.

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Materials Needed

• Whiteboard and markers
• Projector and computer
• Index cards
• Sticky notes
• Handout with exercises on past habits

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Lesson Outline

1. Introduction (5 minutes)

Objective: Introduce the topic and set objectives.

• Teacher's Note: "Good morning, everyone! Today we're going to dive into how we talk about habits we used to have in the past."

1. Hook: Ask students if they can share one thing they used to do when they were younger but don't do anymore. Write their responses on the whiteboard.

2. Presentation of Objectives: Clearly outline what will be covered.

2. Direct Instruction (10 minutes)

Objective: Teach the grammatical structures and usage of "used to" and "would".

• Explanation of "used to": Describe how "used to" is used to talk about past habits and states that are no longer true.
  • Example: "I used to play basketball every weekend."
• Explanation of "would": Explain how "would" is used to describe repeated actions in the past.
  • Example: "Every summer, we would visit my grandparents."

Teacher's Note: "The key difference is that 'used to' can refer to both habits and states ('I used to be taller'), while 'would' only refers to actions."

3. Guided Practice (10 minutes)

Objective: Practice identifying and using "used to" and "would" in sentences.

1. Activity: Hand out a worksheet with sentences. Some sentences should require "used to" and others "would". Have students complete it individually then discuss answers as a class.

   • Example Sentences:
     • "When I was a child, I _____ (ride) my bike to school every day."
     • "My family _____ (go) to the beach every summer."

4. Collaborative Activity (10 minutes)

Objective: Reinforce understanding through a storytelling activity.

1. Activity: Break students into small groups of 3-4.

   • Instructions: Each group receives index cards with different past habits and states. Students will create a short story incorporating at least three of these cards using "used to" and "would".
   • Examples of Past Habits:
     • "Used to play the piano"
     • "Would visit the zoo"
     • "Used to hate vegetables"

2. Share Stories: Each group shares their story with the class.

5. Review and Wrap-Up (5 minutes)

Objective: Summarize the lesson and address any questions.

1. Recap: Briefly go over key points: the distinction between "used to" and "would", and their usage in sentences.
2. Q&A: Open the floor for any questions.
3. Exit Ticket: Each student writes one sentence using "used to" and one using "would". Collect these as they leave.

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Assessment

• Formative: Participation in class discussion, worksheet completion, storytelling activity.
• Summative: Exit ticket sentences.

Teacher Reflection

• Did students grasp the difference between "used to" and "would"?
• Were the activities engaging and effective?
• How can the lesson be improved for the next iteration?

This lesson plan leverages a mix of direct instruction, individual practice, and collaborative activities to ensure students not only understand the grammatical structures but also feel confident using them in real-life contexts.