ED 315 LESSON PLAN Lesson #___5___
Format and Cooperating Teacher Feedback Form
Name: Elizabeth Hurtado Content Area: Writing
Date: February 8, 2013 Grade Level: 5
• Goal(s):
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.5.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Pre-assess:
Based on my observations from previous writing tasks and my informal assessment of the previous lesson, I know that the students still need to work on their knowledge of verb tenses. The students need to know what to look for when they are revising/editing their work to keep their tenses consistent with their intended message to their audience. The paragraph selected for revision was written for students in a fourth grade class. Since the majority are struggling readers and writers, I deemed this paragraph to be more appropriate to use so we can stay focused on our objectives.
Objective(s):
:
 Students will implement the correct verb tenses for past, present and future in their revisions of the given paragraph and in their current writing assignment.

Students will correctly identify the verbs in the paragraph.
Assessment:
Materials Needed:
Informal: I will have a check-list on hand for noting participation, answers, questions, engagement, no engagement, strengths and weaknesses during the lesson.
I will collect student work on the paragraph and chart to assess knowledge of verbs in the correct tense.
Poster Paper, Markers, Verb Tense Chart (25), Paragraph for revision (25), Verb
Worksheets
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To
Procedures:
•
Introduction: (5 Minutes)
As you know we worked on identifying verbs and making changes to those verbs yesterday. Practicing using correct verb tenses in your writing takes a lot of practice, so we are going to review these skills again.
-What is a verb? What are some examples of verbs? – Write them down on Dry Erase Board
-The other day we talked about using different verb tenses- what are they?
-Why is it important that the author use the correct verb tenses in their writing?
-When you write, revise and edit your work, what do you need to look for?
-What should you be asking yourself as you are reading your work? (Does this make sense and
Does this sound right.) Remember that we can use what we already know about writing and speaking to help us make corrections.

Procedure: (10-12 minutes)
We are going to be editors today and practice revising a paragraph so it has the correct verb tenses. In order to help the author write a message that is clear to the reader, we must know what a verb is, what tense to use and when.
-Rules for verb tenses. Present, Past, Future
-There are exceptions or irregular verbs. Show example on poster paper. (Run)
-Since there are some tricky verb tenses or irregular verbs, what are some tools you can use to help you figure out which ones to use? Refer to your verb sheet, say it out loud, try different
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tenses and hear which one sounds right, circle it and ask a friend if they know.
-When you are thinking about what your writing and how to write it, you need to know if your message is intended to take place right now, if you are talking about something that happened in the past or if you are talking about something that happened in the future.
-When you are making corrections to your work, remember what tense you want your message to be in and make sure each sentence and verb make sense.
-Lets look at the paragraph we used yesterday. We are going to be editors today and we are going to help this author write their message in a clear way so their audience can understand what it is they are trying to say. Read the paragraph out loud- Did the sentences sound right to you or was it a little confusing? Was the author’s message clear? When did this story take place? Can you tell?
-I want each one of you to look at the paragraph. Which words are the verbs? How did you know that? What tense is it in now? How did you know that? Underline them on large poster and have students do the same on their paper.
-Now, I want you to take your chart and the paragraph and I want you to make changes so the verbs are all in past, present and future tense. You are going to write down the correct verb tense for past, present and future for each underlined word. The first verb is done for you (read the sentence with each one to represent each tense)
-We will re-group in ten minutes and discuss our changes and read the paragraph in the past tense, present tense and future tense.
• Strategies for students requiring additional assistance: Ms. Loeschmann will be with a small group of students who require assistance. Yesterday, one student was having trouble identifying what word
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was the verb in the sentence. We will underline them together as a class. There will be an example of a irregular verb in past/present/future tense to help students begin. If the students are unsure, they should mark the one that they need assistance with and see if they can try and solve it by reading the sentence out loud- (Does this sound right? Have I heard this before?) They should be encouraged to try this first, then possibly ask another student for help. If they are still unsure, we will go over all of the verbs and their tenses as a whole class. Each student will have the verb tense rules and a list of irregular verbs for reference as well.
•
Closure: (5-10)
-Read the paragraph to reflect each tense.
-Discuss again why it is important to be consistent with verb tenses.
-Have them review old work or practice with the worksheet I designed.
Cooperating Teacher Signature: Ms. Dawn Loeschmann
Lesson Self- Assessment for ED 315
Name: Elizabeth Hurtado
Lesson topic: Verb Tenses Again!
Date: 3/11/13
School/grade level/ number of students:Manitoba/5 th /25
Name of Cooperating Teacher: Dawn Loeschmann
Planning and preparation:
I asked a lot of questions to help engage the students. I referred to them as writers and talked about how important their words are to their audience. I did varied instruction where I modeled my thinking and then provided them with opportunities to demonstrate their comprehension to their classmates and me during whole group instruction. I reminded them that using verb tenses and make revisions is a process and it takes practice. I told them that even if they don’t understand completely they have some tools to help them write and revise for correct verb tenses. (Cheat
Sheet, Use What You Know, ask yourself if it sounds right or makes sense, ask a partner, look at poster ….) More students participated this time maybe because they weren’t so worried about having to be correct.
For the range of students, I had those who demonstrated more comprehension help those who were emerging. I also had a tricky sentence during my whole group instruction that had more than one verb in it. I used the same paragraph for those with IEP’s and for those who had trouble identifying verbs.
I added a worksheet to practice identifying and using verb tenses incase there was more time. (I did give it to them. This helped them practice with new sentences and the questions were asked in three different ways to further comprehension.)
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Classroom environment:
Same as I wrote above to illicit student responses and engagement with me and with each other.
During individual work time, I noticed the students were working together if they got stuck on something or had questions.
I tried to be as upbeat and positive as I could to help them through verb tenses since they may have been frustrated from the lesson before.
Instruction:
The process that I used went well. Students were engaged. Giving them time to work in small groups and individually allowed students to practice. If I were to do this again, I might make my
“Cheat Sheet” a little more attractive to the students and easier to quickly reference during their writing. The struggling students were able to at least use tools to help them figure out past, present and future tense rules.
Assessment: What assessment processes did you plan and how did they work? What did you learn from listening to student responses, examining their work or listening to their interactions? How well did your assessment procedures inform you about student attainment of your lesson’s objectives?
I had a check-list for quick notations on participation and engagement during lesson. I then included columns on the check list for past/present/future to note comprehension while working individually.
The check-list was handy to write quick notes during and after the lesson. I noted that most of the students were able to identify and use correct verb tenses. There are some brief notes about students who were not engaged and possible reasons why. One boy has a solid understanding of most things taught, he seems to have a tough time following directions and engaging. (He has an
IEP for behavioral issues and is diagnosed with ADHD.)
Professional responsibilities: My teacher was ill this day, but I have it on video for further assessment.
Reflection:
Daily assessment is key to planning appropriate lessons.
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Cooperating Teacher Feedback:
Teacher Absent
Lesson date: ___________________________
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