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Fourth Grade
Standards
CCSS.ELA-LITERACY.L.4.1
CCSS.ELA-LITERACY.L.4.1.B
Theme
Lesson Topic:
Language
1. Students will recognize verb tenses:
present continuous tense
2. Students will differentiate use
between present tense and present
continuous tense
Learning Strategies
Key Vocabulary
Material
Motivation
(Building background)
Presentation
(Language and content objectives,
comprehensible input, strategies, interaction,
feedback)
Content
1. Students will understand that verbs change form depending on
their relationship to time.
2. Students will be able to recognize the past, present, and future
tenses of regular and irregular verbs.
Latifah Murray
Fourth Grade
2. When the students have placed all the events on the chart,
ask the students to choose one of the events from one of
the columns and compose a sentence about it on the paper
you have asked them to place on their desks. Allow time
for the students to choose an event and compose a
sentence. Ask students to share some of their sentences.
As the students read their sentences, write the verbs from
the sentences on the board.
3. When a variety of verbs (past, present, and future) have
been listed on the board, ask the students to point out the
verbs that tell that something happened in the past, the
ones that tell that something is happening in the present,
and those that tell something will happen in the future.
4. Point out that the verb(s) in a sentence tell, not
only what happens, but also when.
5. Ask the students to consider the verb run. Today
I run around the field. Yesterday, I ran around the field.
Tomorrow, I will run around the field.
6. Point out that past, present, and future are not the only
verb tenses. For example, if players want to let the coach
know that they have been following his advice about
running around the field each day, they can say:
We have been running around the field every day for a month.
o Explain that the verb (have been running)
indicates an on-going process. The
words have and been are parts of the verb that
help to make the meaning clear. There are many
other tenses. For today, focus on past, present,
and future.
7. Explain that, writers sometimes confuse their readers by
changing verb tenses when they should be consistent
(keep the same verb tense). For example, write the
following sentence on the board:
I work on my math homework as I talked on the phone.
o Ask the students whether the verb work is past,
present, or future. (Present)
o Ask the student whether the verb talked is past,
present, or future.(Past)
o Point out the fact that the verb tenses in this
sentence are not consistent (the same), and readers
will likely become confused. Did the writer do
his/her homework while they were on the
phone, before they got on the phone, or after they
got off the phone?
8. Show students two versions of the above sentence with
consistent verb tense:
Latifah Murray
Fourth Grade
I worked on my math homework as I talked on the phone.
I work on my math homework as I talk on the phone.
9. Discuss how the different verb tenses change the meaning
of the sentence.
Practice/Application
(Meaningful activities, interaction, strategies,
practice/application, feedback)
1. GUIDE D PR ACT IC E
a. Consider this paragraph:
i. The dog saw the cat, and he will bark. He
runs down the driveway and jumped on the
cats back. The cat howls and slapped at
the dog. The poor old dog gets a big
scratch on his nose and will race back
home.
b. Ask the students what is the trouble with this
paragraph. Ask them to look at all the verbs in this
paragraph. (List the verbs on the board.)
saw
will bark
runs
jumped
howls
slapped
gets
will race
Latifah Murray
Fourth Grade
a. Independently have students check their own
writing for time warp inconsistencies, have them
highlight the verbs in their writing and check that
the verb tenses are consistent.
a. Have some students share how they avoid time
warp in the previous activity.
Review/Assessment
(Reviewing objectives and vocabulary, assess
learning)
Extension