Julie Gonzalez

Language Arts
Helping Verbs

Specific Objectives:
-Students will be able to distinguish main verbs and helping verbs.
-Students will be able to identify helping verbs in a sentence on a worksheet.
-Students will be able to work collaboratively to identify main verbs and helping verbs.
Common Core Standard:
L.6.1. Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking.
L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
SL.6.2. Interpret information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Motivational Techniques:
-Tell the students we are going to play a game after the lesson and the team that wins, gets a
prize.
Materials Needed:
-helping verbs worksheet
-prize for game
-paper

-computer with internet access

-markers
-white board

Procedure for the lesson:

-Students will begin the class period, by completing their bell ringer worksheets for the day (5
minutes)
-Begin lesson by explaining that, today we will be learning about helping verbs and those of
who pay attention will have the chance to win a prize at the end of class.
-Proceed to teach the lesson by reviewing main verbs. Teach the students about helping verbs
with a video (Verb Song: http://www.youtube.com/watch?v=f2NOav4Xx1c). (10-15 minutes)
-Provide the students with a few examples of helping verbs. Ask them to come up with their own
examples and write them on the white board. (5 minutes)
-Quiz the students with a helping verbs worksheet. Have at least ten questions and require them
to turn it in for a grade. (10 minutes)
-After every student finishes the quiz, explain the procedures and rules for the game. They will
be placed into groups by their rows. They will have to work together to identify the helping verbs
and main verbs in sentences that I will provide. However, they will compete against the other
teams to identify the verbs. Whichever team has the most correct answers will get a prize
(candy). (10 minutes)
-After the game, the students will be asked to return to their seats, get their computers and log
onto MobyMax. (A website the school has purchased for students.) The students will then
complete activities in the literature section. (15 minutes or until end of period)

Academic Language:
Main verbs, action words, helping verbs
Assessment Methods:
Informal assessment method: Having students provide their own examples, correctly identifying
helping verbs and listening to their answers during the identification game. Also, I plan on
having the students complete the worksheet, I will go over the correct answers with them and
then check to see how many students got all of the questions correct, got 5 wrong, got more than
5 wrong.
Evaluation of Field Experience Students Performance:
I think the lesson went very well. The students seemed to be most excited by the game I had
them play which had them split into teams. It encouraged teamwork and forced them to pay close
attention to what I had been teaching. I would say all the game was the best part of the lesson for
all three periods. If there were something I could change I would have changed the worksheet for
the students with IEPs. I had already made a modification and printed off a worksheet meant for
grades K-5th, but many of them still struggled to complete it. This just means that for future
lessons I should come up with a much lower grade level worksheet and I might have to make one
especially for them. I should also keep in mind that 6th graders do not work as fast as I had
imagined and should provide ample time for them to complete the work. Overall, the students
were able to identify main verbs and helping verbs, which was my goal. I think the lesson went
well and I would use it again.