Lesson Plan

Candidate's Name:
I.

Chelsea Littlejohn

Classroom Lesson Context

___ Whole Group __X___ Small Group _____ One-on-One _____ Students with
IEPs/504s
_____ ELL Students ____ Other (Please specify:
___________________________________)
Please specify the number of students:
__2___ Girls __2___Boys
II.

Learning Central Focus

Lesson Plan Title and Grade

Level

Verbs in the Past Tense

Central Focus
What is the central focus for
the content in the learning
segment?
Content Standard

Identify verbs in the past tense

What standard(s) are most

relevant to the learning goals?

Form and use the past tense of frequently

occurring irregular verbs. (e.g., sat, hid, told)

Student Learning
Goal(s)/Objectives

After instruction and demonstration, the

students will be able to correctly identify all
different verbs in the past tense with 80%
accuracy.

Behavioral Objective (EDEC

3400 only):
Skills/Procedures: What are
the specific learning goal(s) for
students in this lesson?
Concepts and
reasoning/problem
solving/thinking/strategies:
What are the specific learning
goal(s) for students in this
lesson?
Prior Academic Knowledge
and Conceptions
What knowledge, skills, and
concepts must students already
know to be successful with this
lesson?

ELACCKRLd

Identify and create verbs in the past tense.

Identify numerous verbs in the past tense.

Students must be familiar with what exactly a

verb is.

What prior knowledge and/or

gaps in knowledge do these
students have that are
necessary to support the
learning of the skills and
concepts for this lesson?
Common Errors,
Developmental
Approximations,
Misconceptions. Partial
Understandings, or
Misunderstandings
What are common errors or
misunderstandings of students
related to the central focus of
this lesson?
How will you address them for
this group of students?

III.

N/A

Students often times misunderstand a verb

being in the past tense. It is difficult to write
something that has already happened.
N/A

Instructional Strategies and Learning Tasks

Launch
__5___Minutes
How will you start the lesson to
engage and motivate students in
learning?
Instruction
__15___Minutes
What will you do to engage
students in developing
understanding of the lesson
objective(s)?
How will you link the new
content (skills and concepts) to
students prior academic learning
and their personal/cultural and
community assets?

I will start off by asking question, for example, I

will ask what all the students did yesterday and
earlier that morning. I will also call out different
individuals and have them do things like jump,
wave, point at something, etc.
I will thoroughly explain to the students that all
they called out to me and did for me was something
that had already happened. I will explain that since
these things happened already, they are considered
to be in the past. I will also enlighten them that if
an action has happened in the past put ed.
I will link the verbs to what they previously told me
they did and what I also asked them to demonstrate
for me.
I will ask about their days in detail, for example,
what did you do for dinner? What did you do after
school? Did you play? Did you nap? Did you help
cook? Did you do work? Etc.

What will you say and do? What

questions will you ask?
I will help to point out the verbs.
How will you engage students to
help them understand the
concepts?

The students will identify that it should then be

past tense and should tell me to add ed.

What will students do?

How will you determine if
students are meeting the intended
learning objectives?

I will observe to see if they are figuring the verbs

out and correctly remembering they are supposed
to now be past tense.

Guided Practice
__15___Minutes
How will you give students the
opportunity to practice so you
can provide feedback?
How will students apply what
they have learned?

I will have the group as a whole say the words on

my large index cards, tell me what tense it should
be changed to, and then if there is an action
associated with it, perform the action and/or give
me an example of something dealing with the word.
They will say the word, change the tense (add
ed), and then perform said action, or give
example.

How will you determine if

students are meeting the intended If they need little to no help from me with doing all
learning objectives?
three of the wanted actions.

Independent Practice
__10___Minutes
How will you give students the
opportunity to practice so you
can provide feedback?
How will students apply what
they have learned?
How will you determine if
students are meeting the intended
learning objectives?

I will give a 5 question quiz style worksheet and I

will be looking for 80% accuracy.
They will correctly write the verb in the past tense.
I will observe that they have correctly answered
each question of the quiz resulting in 80%
accuracy.

Closure
__5___Minutes
How will you end the lesson?

Differentiation/Planned
Support
How will you provide students

I will go back over how if an action has already

happened, not necessarily yesterday but earlier in
the day as well, then it is considered in the past and
that ed must be added to those verbs.

access to learning based on

individual and group needs?
How will you support students
with gaps in the prior knowledge
that is necessary to be successful
in this lesson?

I will use bigger and more complicated verbs for

the higher learning students and small three letter
words with the lower level learning students.
N/A

Student Interactions
How will you structure
opportunities for students to
work with partners or in groups?
What criteria will you use when
forming groups

Guided practice. Heterogeneous: low, middle to

high together.

What Ifs
What might not go as planned
and how can you be ready to
make adjustment?
Theoretical Principles and/or
Research Based Best Practices
Why are the learning tasks for
this lesson appropriate for your
students?

If students are not understanding I could simply

just focus on the smaller three letter verbs.

Blooms taxonomy was used to create

differentiation questions used during launch and
some instruction. Questions were developed for all
student levels making this an appropriate task.

Materials
What materials does the teacher
need for this lesson?

Large index cards and Large paper to display past

tense example of adding ed.

What materials do the students

need for this lesson?

Nothing.

IV. Academic Language Demand(s)

Language Demand
Identify one of the following: reading, writing,
listening/speaking, or
demonstrating/performing. The demand will
require more or less scaffolding (support)
depending on the needs of the students.

Demonstrating knowledge of different

verbs in the past tense.

Language Function
What language function do you want students to
develop in this lesson? What must students
understand in order to be intellectually engaged
in the lesson?

Identify. The students must

understand the possibility of verbs to
be in the past tense.

Identify the purpose for which the language is

being used, with attention to goal and audiencethe one verb from the standard; ex. demonstrate.

To correctly identify verbs in the past

tense.
Content Specific Terms
What content specific terms (vocabulary) do
students need to support learning of the learning
objective for this lesson? Identify key words
specific to the content area derived from the
standard- ex. drama, prose, structural elements,
verse, rhythm, meter, characters, settings,
descriptions, dialogue, stage directions.

Verb
Past

Language Discourse

Language Syntax (If relevant)

They will answer questions aloud and

on the quiz style worksheet about what
a verb is, what needs to be added at the
end of it to make it past tense, and
when the verb, or action, took place.

What are the organizing symbols, words, and/or

phrases in the written and oral language
structures?

N/A

How will the students of the content area speak,

write, and participate? What is the structure of
the written or oral language?

Students' Use of Language

What specific way(s) will students need to use
language (reading, writing, listening and/or
speaking) to participate in learning tasks and
demonstrate their learning for this lesson?
N/A
Students' Abilities
What are your students abilities with regard to
the oral and written language associated with
this lesson?
Support
How will you support students so they can

N/A

understand and use the language associated with

the language function and other demands in
meeting the learning objectives of the lesson?

V.

I will use scaffolding and

differentiation questions to help guide
if needed. Also discussion.

Assessments

Assessments Chart
Describe the tools/procedures that will be used in this lesson to monitor students
learning of the lesson objective(s). Attach a copy of the assessment and the evaluation
criteria/rubric in the resources section at the end of the lesson plan.
Description of
assessment

Modifications to the
assessment so that all
students could demonstrate
their learning.

Evaluation Criteria - What

evidence of student learning
(related to the learning
objectives and central focus)
does the assessment provide?

Formal

Formative
(Independent
practice)

N/A

Whether the student

can identify and create.

Informal

Summative
assessment

N/A

Whether the student

can identify and create.

Type of
assessment
(Informal or
Formal)

VI.

Analyzing Teaching

Worked/Didn't Work
What worked?

The students understood if the action happened

already it was in the past tense.

What didn't?

They repeatedly saw the past as just yesterday,

not thinking it could happen the same day.
For the students in the group.

For whom?
Adjustments
What instructional changes
do you need to make as you
prepare for the lesson
tomorrow?

Not really many, just need to reiterate to the

students more that the past is not just
yesterday, but could very well be the same day,
just earlier.

Proposed Changes
If you could teach this lesson
again to this group of
students what changes would
you make to your
instruction?

I would focus more on not having them see the

past tense as only happened yesterday or, the
day before.

Whole group:

I would probably stick to working with small

groups because they understood but definitely
needed more direct teaching to get the amount
of understanding as they did.

Group of Students:

I would stick with working with the small

groups for this lesson.

Individual Students:

N/A

Justification
Why will these changes
improve student learning?

No changes except the past is not just yesterday.

They will help them to further understand the
intended content.

What research/ theory

supports these changes?
N/A

VII.

Resources

Attach each assessment and associated evaluation criteria/rubric.