Level: 7

th
Grade Date: May 29, 2014
Subject Matter: English (Grammar) Term: Spring
Number of periods: 1
Title: Irregular Verbs
Pre-requisites:
Identifying irregular verbs.
Identifying all the concepts that the students would say such as.
Rationale:
This is a beneficial activity that helps students review several concepts in grammar and become
critical thinkers.
Objectives:
- General objective (aim): students will become better critical thinkers
- Specific objective:
- students will master the irregular verbs concept along with other concepts
- Students will be able to generate hypotheses and support conclusions with evidence.
Instructional Procedure:
Materials needed: Projector, whiteboard, markers, power point presentation, phones, internet
connection, socrative application downloaded on the phones, and desktops for students.

Planned beginning:
- Inform the students that in this session we are going to play a game which is a revision
for concepts studied before in grammar and a chance to practice being critical thinkers.
- Introduce the rules of the activity (the concept attainment model).

Body:
- Start by writing an example which is the following example My expensive car was
professionally made in Japan.
- Ask students to observe and try to give possible concepts in this sentence.
- The suggested concepts would most probably be: past tense, possessive pronoun, linking
verb, proper noun, common noun, prepositions, passive voice, adverb, and adjective.
More sentences would be prepared just in case extra possible suggestions were given.
- Add the following non-example The girl climbs trees.
- The concept common noun is cancelled due to its presence in the non-example.
- Add an example which rejects some hypotheses. The example is the brown dog slept
until Tuesday.
- Discuss with the students the reasons for the rejections of their hypotheses.
- Provide a non-example that maintains some of the remaining hypotheses and rejects
some. The sentence is: The neighbor changed the tire.

- And eventually provide an example that rejects the rest of the proposed hypotheses. The
example is: Fly the kite.
- Guide students thinking to reach the concept in my mind if they were not able to reach it.
For example when they eliminate all the options, I will redirect their thinking to make
them think about the verbs, since all sentences contain verbs, then I would guide them to
go deeper into the types of verbs.
- After the students discover the concept, I would ask them to review with me the examples
and non-examples to show them how all the examples support this concept and all the
non-examples lack this concept.
Closure:
- Ask the students to open the application on their phones and listen to my instructions as I
explain to them how it works and what they are supposed to do.
- Ask students to solve a quiz on their phones while I receive live results of what they are
doing.
Extra game for fun and practice:
- Show the students the link of the website and ask them to type it in their browsers.
- Pass by the students as they play the game.
Assessment:
- Observing students way of analyzing given data.
- The students results after the quiz and during it.
- The feedback given by the game.