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Hannah Solon English 40 minutes

Grade 2

Lesson: Verbs Tense

Unit Overview
Main Idea (Claim) Summative Assessment (final evaluation)
Learning the verb tense and how God still the There will be 10 sentences. Each sentence has
same yesterday (past), today (present) and verb tense that they need to identify.
tomorrow (future).

Guiding Questions Objectives (know/understand/do/value)

What is a verb? The student will be able to identify the verb
What is verb tense? tense.
What are the tenses of the verb?
How is it important in making a sentence?

Time Instructional Procedures and Strategies

10 Beginning the Lesson:
minute First, ask the students about the previous lesson.
s Second, divide the class into two groups. Also, the board. Each board will be
divided into 4 parts. (Base, Present, Past, Future tense).
The Base form is given but the rest are not. They will give the corresponding
tenses for the base form. (Choices are given)
Each student should participate.
Then discussion
20 Developing the Lesson:
minute From the example in the board, I will give the definition of the verb tenses (when
s action takes place). Present tense (what is happening or the now); past tense (what
already happened) and; Future tense (what will happen)
Then give each example from the board.

10 Closing the Lesson:

minute Review the topic.
s Give the base form and they will answer it. (kick- kicked (past), kicks (present),
will kick (future))
Lastly, prayer

Formative Assessment Differentiation

Random question (like making sure if Students will watch a video related to the lesson.
they understand the verb tenses)
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Hannah Solon English 40 minutes
Grade 2

Resources
Paper, video, chalk, board, ballpen
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[Teacher Name] [Unit Title] [Unit Length]
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Glossary

Term Definition Resources

Unit Overview Main Idea and Summative Assessment
copied from the unit plan in order to
keep the goal in mind during the
writing and implementation of the
lesson plan.
Guiding Questions these questions guide the inquiry for
the lesson, leading students toward a
rich understanding of the objectives for
the lesson and ultimately, the unit.
Factual- knowledge or fact-based
questions
Conceptual- questions that enable
exploration of big ideas that connect
facts and topics
Debatable- questions that expose areas
of ambiguity, disagreement, or tension
within the unit of study
Objectives The specific aims of the lesson. As a
result of the instruction, this is what the
students are expected to know,
understand, and be able to do. These
should align with and lead to the unit
understandings, knowledge and skills.
Time - Marks the amount of time needed for
each stage of the lesson. Enables
effective time-management for the
teacher.
Beginning the The opening or warm-up that will
Lesson engage the learner, producing creative
tension. May include review and/or
activation of prior knowledge.
Developing the The content learned and the strategies
Lesson employed towards that end
Closing the Lesson A conclusion or review of what was
learned, providing closure to the lesson.
Formative Assessment throughout the lesson that
Assessment provides feedback that can be used to
plan or alter instruction. Should prepare
students for the summative assessment.
Differentiation ways of modifying instruction to meet
the needs of diverse learners
Resources any texts, materials, technology,
people, places or other resources that
have informed the unit and learning
experiences