01/20/2016

Jaclyn Turner
Observation #1 Lesson Plan
Date: 1/21/16
Lesson: Past-tense Verbs
Grade: 3rd
Time: 45 minutes
Standards:
CCSS.ELA-LITERACY.L.3.1
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
CCSS.ELA-LITERACY.L.3.1.D
Form and use regular and irregular verbs.

Objective:
Students will be able to recognize regular and irregular past-tense verbs.
Students will be able to form and use regular and irregular past tense
verbs.
Materials Needed:
Whiteboard/whiteboard maker
Worksheet that is provided
Language arts notebook

Beginning:
anchor chart as review/mini lesson
Begin by briefly reviewing past (actions that happened already), present
(actions that are happening now), and future (actions that will happen)
verbs. Tell students that we will be focusing today on past verbs.
Mini lesson on past tense verbs and create an anchor chart with rules:
Most verbs add ed (sometimes you have to drop the e or change
the y to an I first)
Some verbs are irregular (there is no rule we just have to know
them)
Some verbs stay the same
Sentences as guided practice (whiteboards)
ex: The dog _________ at the mailman as he walked by. (bark)
students will write the word in the correct past tense form on their
white boards

Game:
Verb Charades:
I will ask students who has played the game charades. I will explain
that students will be able to act out their own verb or they can choose from
a verb given to them. The other students will then guess the action that the
student is acting and will then change that verb to its past tense form. The
verbs will then be added to our anchor chart that we began at the beginning
of the lesson.
For students that may have stage fright can choose to skip the
acting and just change the verb into the past tense form.
students will be able to choose their own verb or draw a random verb
from a bag that I have filled with verbs.
If the same verbs are being used too many times then students can
choose from the bag as well.
Each student will add their verb to the anchor chart where the rule
applies (regular ed, irregular, or stays the same).
Closing/Assessment:
Students will complete the Past-tense verb worksheet provided for
them.

There are two sections on the worksheet. Section 1 asks students

to identify the verb and tell if it is past or present. Section 2 asks
students to complete the sentences with the correct past tense
form.
I will model the first question of each section of the worksheet and
then they will complete the rest individually.
The individual work will help me assess students understanding of
regular and irregular forms of past-tense verbs.

Tentative Script
Opening (2 minutes):
so this morning we are going to be working with grammar thinking
about parts of speech and how we use verbs. Who can tell me what a verb
is? Can you give me an example of one?
-action words
-we use verbs to tell what we are doing

-we use verbs everyday with everything we do because we are always

doing something. If you are sitting on your couch watching tv you are still
doing something! Sitting is an action. And even watching is an action!
Explanation (5 minutes):
I want to play a quick game that is going to help us identify and get
familiar with verbs, or action words!
This morning we are going to play a game called charades. Who has played
charades before?
Excellent then this will be fun! I am going to explain the rules for our
classroom game of charades. So its really important that you listen closely
so that you know what you are supposed to do.
Charade Rules:
No words. No lip movements. Only acting out words
Each table is a team, and each team member will get a chance to act
Each Round (2 minutes)
The actor picks the slip of paper
The actor acts out the verb on the slip of paper. Teammates are
guessing the verb
Write down the verb on a sheet of paper
When you hear the bell ding the round is over and I need everyones
attention before moving on to the next round.
Does anyone have any questions about what we are doing?
Activity (15 minutes)
Mini Lesson (20 minutes):
So we got familiar with some verbs that we may use to tell what we are
doing. Can we tell people about something that we have already done?
-We talk about what has already happened in the past by using the pasttense form of the verb.
A lot of times we recognize that the verb is in the past-tense form
because the word ends in ed. (sometimes you have to drop the e or
change the y to an I first)
For example: to finish finished Earlier today I finished my breakfast.
to cry cried Last week we cried when our cat ran away.
Some verbs are irregular (there is no rule we just have to know them)

For example: to bring brought She brought a sandwich for lunch

yesterday
Some verbs stay the same
For example: to hit Last month, he hit a homerun.
I want you guys to take a few minutes to look over the verbs you
wrote down from the charades game and see if you can use the rules we just
talked about to change the verb into its past- tense form. I want each table
to share at least one verb that they were able to change into its past tense
form. You have 5 minutes!
Ask each table to share their verb and add it to the anchor chart.
If time allows, students will work on the past tense worksheet after as
individual work.
Closing (2 minutes):
ticket out the door (give me a verb and its past tense form in order to
line up for library)