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-English Language Arts

SL.1 Participate in collaborative discussions about grade 2 topics and text

SL.2 Recount key ideas or details from a text

SL.6 Produce complete sentences in order to provide requested detail or clarification

L.1.d Form and use the past tense of frequently occurring irregular verbs

L.4.a Use sentence level context as a clue to the meaning of a word or phrase

L.5.b Distinguish shades of meaning among closely related verbs

-National Educational Technology Standards for Students

1.a Students apply existing knowledge to generate new ideas, products, or processes

6.a-d Students demonstrate a sound understanding of technology concepts, systems, and operations

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Students will understand that͙

O| cerbs are used differently to describe when they are happening- past, present or future.
O| On present tense, the subject determines the form of the verb to be used (O eat, the boy eats).

Anticipated difficulties include:

-trouble using (s) form with singular subjects (Emma like ice cream.)

trouble distinguishing between past and present tense (Last night O watch a movie.)

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ÿhen we are telling a story, how do we express when something is happening?

How is expressing an action from a possessive noun (O, you, we, they) different from an action of
a singular noun (he, she, it)?

Students will know͙

D How to accurately apply the present tense in speech and writing, and how to identify past or
present tense in reading.

Students will be able to͙

O| Differentiate between past and present tense, identify the proper verb usage, and speak and
write in present tense.

  
 
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D Students will verbally express actions in past tense, then after discussion they will visually
choose the verb in present tense.

D Students will accurately identify the best verb use to complete a sentence. Students will identify
verbs in past and present tense in a text and differentiate between the two.

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Students will self-assess their work by checking their answers and correcting if needed. Group
discussion following practice will verify material has been retained.

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Materials: Computer, Smart Board, Digital Camera (connected to computer), ÿorksheet, Pencil,
Flashcards

Time allotted: 30 minutes


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D Discussion will begin with students being asked ͞ÿhat did you do last night? ÿhat did you do
this morning? ÿhat is something you do every day? ÿhat are you doing right now?͟ The group will
help identify the verbal clues that past activities already happened, and everyday activities are ongoing.

D Students will be asked, where have you heard this before? ÿhat do we already know about
action words (verbs)?

D Photographs of students taken earlier in the morning will be displayed on the screen. Students
will be asked to describe their actions. (͞Jerrica is smiling. Emma is sleeping.͟ Etc.)

D Group instruction on present tense verbs will be given.

D Examples of sentences on flashcards will be displayed to the group, students will raise their
hand with correct manipulation of verb tense.
D Students will be invited to ask any questions, or request clarification on the material.

D Each student will have the opportunity to practice verb tense on the Smart Board by selecting
the correct verb usage from a multiple choice question. ÿhile waiting for their turn, students will
complete a worksheet displaying a short paragraph instructing the students to underline the present
tense verbs and circle the past tense. There will be one challenging fill-in-the-blank problem at the end
of the paragraph.

D The lesson will be concluded once all students have completed the Smart Board activity and
their assigned worksheet. The students will regroup and discuss their challenges and what they liked
about the activity. As each student describes what they liked, the group will be prompted to identify the
verb tense used in their sentence as a final assessment of the material.

 
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D Group discussion will be tailored to each students individual needs, specific questions will be
directed to specific students based on their assessed knowledge level.

D Hints will be given to students who struggle with the Smart Board activity.

D There is a challenging fill-in-the-blank problem on the worksheet for exceptional learners.

(Understanding by Design Template, by Jay McTighe)