Lesson Plan : Verb Tenses

Teacher Name:
 Mrs. B
Grade:
 Grade 4
Subject:
 Language Arts

Topic:
 Verb Tenses
Objectives:
 To learn past, present, and future tenses of verbs, and to use them correctly in sentences. To use correct subject/verb agreement.
Materials:
 Transparency, paper, and pencil.
Introduction:
 As a class, define a "verb." Inform students that verbs not only tell what action takes place, but also when the action takes place. There are past, present, and future verb tenses.
Development:
 Use a transparency with 3 columns: PAST, PRESENT, FUTURE. Ask the students to place the following events in the correct column. Write the events on the chart as the students suggest where they should go. Some events may belong in more than one column. My birth, April of 2009, George W. Bush's presidency, first manned space flight to Venus, George Washington's presidency, first woman president, class in session, a wet painting, a dryed painting, zooming in a camera, developing pictures, a picture of your grandmother when she was a little girl. Ask students to choose one of the events from the columns and compose a sentence about it on a sheet of paper. After this has been completed, ask for volunteers to share their sentences with the class. As the students read their sentences, write the verbs from the sentences on the board. When a variety of verbs have been listed on the board, ask the students to point out the verbs that tell that something happened in the past, the ones that tell that something is happening in the present, and those that tell something will happen in the future. Point out that verbs in a sentence tell what, and when things happen. Make an example of RUN. Today I RUN around the field. Yesterday I RAN around the field. Tomorrow, I WILL RUN around the field. Explain that writers sometimes confuse their readers by changing verb tenses when they should be consistent (keep the same verb tense). Write on the board: I WORK on my math homework as I TALKED on the phone. Discuss the inconsistency, and ask if it "sounds" correct. Did the writer do his/her homework WHILE they were on the phone, BEFORE they got on the phone, or AFTER they got off the phone? Show consistent verb tenses on the board: I WORKED on my math homework as I TALKED on the phone. I WORK on my math homework as I TALK on the phone. Discuss how the different verb tenses change the meaning of the sentence.
Practice:
 Students will do workbook pages 41-43 in their Harcourt LA workbooks. I will be circulating to help with questions.
Accommodations:
 Allow students to work with a partner, to help each other with comprehension. Each partner can read the other partner the sentence to check for clarity. Allow LD students to complete 7 of the 10 problems. Provide additional practice sentences for ELL's and gifted students. Above-level students can change the singular subjects in 3 sentences to plural sentences and rewrite the sentences. For the Subject-Verb agreement sheet, have below-level students underline the subject and determine whether it is singular or plural before deciding whether or not to add s or es to the verb. Allow LD students extra time during DEAR to finish the assignment if need be. Position speech/hearing disabled students to sit near the board to help clarify understanding. Minimize noise level during activities to help concentration levels.
Checking For Understanding:
 I will check each student's progress throughtout the lesson, and verify if he/she is comprehending the assignment. The student will be graded on his/her classwork, and homework.

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