Name: Sydney Laughlin
Date: 10/13/2013
Grade Level: 4
Verb Tenses
GOALS
Content Area: ELD
ODE – Retelling, Relating Past Events- Past Tense Verbs-Students learn to understand and
generate oral and written languages with past tense verbs.
ESOL Goal (Function)
Retelling, Relating Past Events
OBJECTIVES
Content Objective: Students will…..
ESOL Objective (Forms): Students will be able to retell past events using the proper past tense
verb orally to a partner.
EI: I was __________(ing)
I: Yesterday/Last ____ were/was__________(ing).
Targeted Language Skills:
Reading
Writing
Listening
Speaking
Learning strategy(ies):
Students will turn and talk with level appropriate table partners to discuss important
comprehension pieces throughout the lesson.
MATERIALS
Document Camera
Chart paper (large and small)
Markers
Pens
PROCEDURE
Anticipatory set- Teacher will ask students to discuss with their partner what they did
over the weekend.
Teaching/modeling-The Teacher will share their weekend with the class verbally. The
teacher will then write it on the chart paper exactly how she/he spoke it. There will be incorrect
verb forms located throughout the paragraph.
Guided practice- With the class the teacher will call on the students to go over each
sentence and circle the verbs with a colorful marker. There are two sets of table partners on each
of the seven tables. Between the four students two students will be A’s and two will be B’s. The
students will have a chance to Turn and Talk with their table partners to locate the verbs (A/B
will discuss and A’s will share out). Once the verbs have been successfully located with a
colorful marker, the teacher will ask the students to locate the past tense verbs. The students will
have a chance to Turn and Talk with their table partners to locate the verbs (B/B, A/A, B’s will
share out). Once the past tense verbs have been located in a different color on the chart, the
teacher will ask the students which of the verbs are incorrect. The students will have a chance to
Turn and Talk with their table partners to locate the verbs, and to find the correct verb (Different
A/B, Different A’s will share out). The class will discuss the difference between the verbs, and
how they change a story.
Independent practice- The students will get a chance to write what they did over the
weekend on paper of their own. They will switch with their partner and the partner will highlight
the verbs in one color and the past tense verbs in another. Once all of the verbs are located the
partners will switch and discuss. If there are any incorrect verbs the students will work as
partners to correct the paragraph.
Closure- Student table pairs will get to place their weekend paragraph on the document
camera and discuss their verb usage with the class.
DIFFERENTATION
Strategies are highlighted.
ASSESSMENT
Informal: Teacher will circle the classroom listening to table partner discussions.
Plans for formal: Teacher will collect each student’s paragraph, grading on how the verbs
were located, how they were classified, and if they were changed correctly.
REFLECTION
1.
2.
3.
4.
5.
How did you feel about the lesson? How did it go overall?
What went well? Did you address/meet your content and language objectives?
What happened that you wish had gone differently? Why did it happen?
What will you modify for future lessons?
Other comments