Morgan Logan

May 3, 2016
T&L 409
Final

Lesson Plan
Topic/Content: Verb Tenses
Target Students: 1st grade students
Instructional objectives:
1. SWBAT: Classify verb tenses and distinguish between past, present, and future
2. SWBAT: Recognize each verb tense and identify correct and incorrect uses
3. SWBAT: Construct sentences including each verb tense
4. SWBAT: Categorize each verb tense and provide examples of each one
Language objectives:
1. SWBAT: Orally identify sentences that use correct and incorrect verb tenses
2. SWBAT: Orally classify each verb tense, past, present, and future as teacher reads
sentences using each tense
3. SWBAT: Orally construct their own sentences including each verb tense using a
picture provided
Materials:
Pencils, worksheet provided, whiteboard, markers (if needed)
Steps and Timelines
Activities
OPENING
1. Have students, in groups, discuss with each other about what they did yesterday.
2. Have students write down the verbs that they used in their discussion
(Allow 5 minutes for opening)
EXPOSITION
3. Come back together as a class.
4. Have some students share what they discussed.
5. Again explain to students the purpose of each tense and practice each one (past,
present, and future) and refer to our prior lesson
6. Ask students if they have any questions or concerns about the tenses that they have
already learned.
7. Hand out worksheet (2) and (3) which is an activity to revisit each verb tense.
8. Once they are finished, they will switch papers with a partner for correction
 (Allow 10-15 minutes for exposition/instruction)

9. Pass out worksheet (3) which is an assessment worksheet. Have students create their
own sentences using the pictures provided. Have students partner up with someone at
their desk and have them read their sentences.
(Give students about 7 minutes to complete the worksheet)

RECAP
10. Come back together as a class.
11. Re-cover what each verb tense is and how to use it
12. Go over the worksheet with the student
(Allow 5 minutes)
QUESTION AND ANSWER DIALOGUE
13. Allow for questions or concerns
(Allow maximum of 10 minutes)
SUMMARY
14. Ask students to summarize what they learned. This is a whole class activities to
summarize together what we just learned.
CLOSING
15. Play an engaging and interactive video or a game to close the topic to reinforce the
material. Example: (https://www.youtube.com/watch?v=0b4rsDuzThE)
(Allow 5 minutes)
 Activity
Worksheet 1
Identify and circle each verb tense used in each sentence.

1. I am drawing a sun on my paper

2. Yesterday I had a soccer game

3. We are going to the movies tonight

4. Andrew went grocery shopping yesterday

5. Abigail is building a snowman with Ricky

6. I have a test tomorrow

 Worksheet 2
Identify the correct tense used. Circle the correct sentence

1. Today I waked up Today I woke up

2. I wore my sunglasses yesterday I wearing my sunglasses yesterday

3. I am going to the store tomorrow I go to the store yesterday

4. I am going running tomorrow I go running tomorrow

5. I am eating a hotdog right now I eat a hotdog right now

6. Yesterday is my birthday Yesterday was my birthday

 Assessment

Worksheet 3
Use the pictures below to guide your thinking and orally create their own sentences using each
verb tense. Use the examples if needed. Read your sentences out loud to a partner

Example:

1. I am playing with my dog. Present

2. Yesterday I helped my dad carry the groceries Past

3. Tomorrow I am going to my friends house Future

4. ____________________________________
5. ____________________________________

6. ____________________________________
Assessment Rubric:
Rating: Requirements:

5 Students understand the directions and do not need assistance from teacher
Student speaks in complete sentences with no grammatical errors.
Student can identify between all verb tenses without mistakes
Student can correctly orally construct sentence using each verb tense without
any errors.
Student completes activities without hesitation.

4 Students relatively understand the directions and do not need assistance from
teacher
Student are able to use complete sentences with minimal error. Students make 2-
3 grammatical errors throughout whole assessment
Student can identify between all verb tenses with minimal mistakes. 2-3 verb
tense errors.
Student can orally construct sentences using each verb tense, but makes 2-3 verb
tense errors out of 15 when changing tense of a given verb
Student completes activities with minimal hesitations. Shows no more than a
moments hesitation when answering each question.

3 Student can follow directions but needs some prompting from the teacher (hand
gestures, slower speaking, etc.)
Student uses incorrect sentence structure frequently. Student make 3-4
grammatical errors.
Student can identify most verb tenses but makes more than 3-4 verb tense errors
Student can orally construct their own sentences using each verb tense, but
makes 3-4 verb tense errors
Student makes 3-4 verb tense errors out of 15 when changing a given verb.
Student takes a brief second to think about each one of their answers.

2 Student can only follow directions with significant prompting and help from the
teacher.
Student uses incorrect sentence structure continuously and makes greater than 6
grammatical errors.
Student have trouble identifying between verb tenses and makes 6 or more verb
tense errors
Student have a difficult time orally constructing sentences using each verb tense
and makes more than 6 errors.
Student makes more than 6 verb tense errors out of 15 when changing a given
verb.
Student takes longer than 30 seconds to think about each of their answers.
1 Student cannot follow directions when given instruction and relies primarily on
the teacher. Constantly asking questions
Student do not complete a sentence without an incorrect sentences structure.
Makes more than 8 errors while speaking
Students cannot identify different verb tenses and makes 10 or more mistakes
 Student cannot orally construct sentences using each verb tense. Uses incorrect
verb tenses and makes more than 10 mistakes.
Student cannot change a given verb into any other verb tense.
Student seems stumped when answering each question and takes 1-2 minutes
when thinking about each question
Justification:

The assessment activity fits my instructional objective and my language objectives.

Students are given a worksheet and asked to use the pictures provided to guide their thinking and

orally create their own sentences using each verb tense. They are then asked to read their

sentences out loud to a partner. This relates back to my instructional objective because they are

constructing their own sentences using each verb tense. This also allows them to recognize each

verb tense and classify each verb tense. This assessment allows them to gather all of the

information they have learned about verb tenses and orally construct their own sentences using

the guidelines provided. This links to the language objectives because every activity and

assessment that they will be given will assess their oral performance. They will orally construct

their own sentence and classify each verb tense.

As for the rubric, I chose to use a holistic rubric because I felt like it fit my assessment

the best. As for my objectives and assessment, my goal was to focus on the level of proficiency

for each student, rather than assessing specific categories. I used the textbook to identify which

rubric fit my assessment best and modified it to fit my assessment and objectives (OMalley &

Pierce, 67-68). I incorporated every aspect of the objectives and the assessment activity into my

rubric. The textbook mentions that it is important to correlate the criteria and the rubric

(OMalley & Pierce, 65). I created five levels in my rubric identifying students understanding of

the directions, grammatical structure, knowledge of verb tenses, ability to orally construct

sentences, and completeness. This works well with my assessment activity because it is

identifying every aspect in their activity.

 References

OMalley, J. & Pierce, L. (1996). Authentic Assessment. Addison-Wesley Publishing Company,

Inc. U.S.