ED 315 LESSON PLAN Lesson #__2____
Format and Cooperating Teacher Feedback Form
Name:
Jacky Maliborski
Date:
10/17/12
Content Area:
English Language Arts
Grade Level:
4th
Use this template to plan, removing the notes in parentheses and this box. Give this form to your
cooperating teacher for review and a signature before you teach your lesson.
(Pre-assess Prior Knowledge – through observations, instructional strategies, talk with
talking with cooperating teacher. Describe student characteristics that are relevant to your
lesson)
Pre-assess:
To pre-assess the student’s knowledge of present tense verbs I am going to ask them use their whiteboards to
write down their thoughts in regards to the topic of the lesson.
I am going to communicate with my cooperating teacher about how the lesson on verb tenses the previous day
went and how well students grasped the concept and met the objectives.
Ask teacher about student’s ability to identify whether the subject is singular or plural.
In addition, for my own use, I am going to ask students the following questions:
Questions to tap into students prior-knowledge of what they learned the previous day about verb tenses:
1. What does the tense of a verb tell us in a sentence? (time of action)
2. What tense of a verb tells us what is happening now or always? (present-tense)
(I am going to use my seating chart to make quick marks of whether or not students understand what a present
tense verb is and what the tense does for a sentence based on what they learned previously)
GOALS: (Based on the English Language Arts Common Core Standards)
Objective(s):
:




Students will deeper their understanding that a present tense verb identifies what
is happening now or always.
Students will learn that if the subject is singular, you add es or s to the verb and if
the subject is plural, you DO NOT add es or s to the verb.
Students will identify the present tense verb in various sentences.
Students will write the correct form of the present tense verb based on the subject
of the sentence.
Standards: English Language Arts Common Core Standards: Language Standards 4th Grade

Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
Assessment:
2008SP
Formal: This lesson is day 2 of a 3 day lesson. The questions I ask the students in the
beginning of the lesson along with what my cooperating teacher tells me about the
success of the previous lesson will give me an idea of where my students are with the
content at the begin of the lesson. I have made a sheet with the student’s names on it
along with a key that will give me insight of how well students are meeting the
objectives. I will make quick notes of student learning based on their responses on their
whiteboards. If I ask any students direct questions, I plan to make note of their responses
on my sheet for additional evidence of their learning. Looking over my notes after the
lesson will give me additional insights as to how well my students understand the content
as well as what needs to be addressed in future lessons.
I will mark each time I ask students put their responses on their white board
Key:
+ student identifies correct present tense verb
- student identifies wrong present tense verb
0 student has no response or responds with an answer irrelevant to lesson
I am also going to make quick check on a student’s name if I find they are having trouble identifying whether or
not the subject is plural or singular correctly. This will influence future lessons as to whether or not students
need additional practice with identifying whether a subject is singular or plural.
Materials:
-
sheet for informal assessment of students learning
present-tense verb worksheets with sentences for practice (provided by my
cooperating teacher)
White boards and markers
Totaltime
timeneeded:
needed:
Total
___
20-30 minutes
Procedures:
Procedures:
• Introduction:

Remember yesterday how you learned about verb tenses and how they are used in a sentence?
Today we are going to talk more about verb tenses but focus more on one in particular.

Ask two prior knowledge questions and make note of student responses.
• Steps for instruction
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Present-tense verbs tell us about what is happening now or always in a sentence.
-
When the subject of a sentence is singular we add s or es to the verb to make it present tense.
o Ex. The dog chase the cat. What is the subject? Is it singular or plural? shout out!
What should we do to the verb? (write on board) If you need to change the verb write
the new word, if you leave the word alone do not write anything)
2008SP

-
The dog CHASES the cat.
When the subject of a sentence is plural we DO NOT add anything to the verb to make it
present tense.
o Ex. The dogs chase the cat. What is the subject? Is it singular or plural? shout out!
o What should we do to the verb? (write on board-same directions)
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Model sentences number 1 and 2 in part A. (circle the present-tense verb)
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Make sure to have students notice the subject. Is the subject plural or singular? What
happened to the verb to make it present-tense? shout outs
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Do sentences number 3-5 as a class. Have students write their answers on their boards (take
quick notes)
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Model example sentence in part C for students. Think aloud how to look at the subject and
based on what it is then change the verb to make it present-tense.
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Do sentences numbers 11 and 12 as a class. Have students write their answers on their
boards. Ask select students to explain how they knew what to do to the verb. (make notes
for assessment)
• Closure:
 Instruct students that they will work independently to complete part B and part C 13-15 as well as
practice writing constructed math responses.
Cooperating Teacher Signature:
2008SP
Cooperating Teacher Feedback:
2008SP
Lesson date: ___________________________