Download Christina Miranda EDEL 350 Section: 2 Fall 2013 Mrs. Fauquher

Christina Miranda
Mrs. Fauquher
Verb Tenses
October 23, 2013
October 28, 2013
EDEL 350 Section: 2
Grade Level: Fifth
Subject: Language Arts
Fall 2013
Whole Group
INTASC Principle:
INTASC 1: The teacher understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and can create learning experiences that make these aspects of subject
matter meaningful for students.
IN State Standard:
Standard 6 – Students write using Standard English conventions appropriate to this grade level.
IN State Indicator:
5.6.3 Identify and correctly use appropriate tense (present, past, present participle, past participle) for
verbs that are often misused (lie/lay, sit/set, rise/raise).
Lesson Objective:
 Students will determine which verb tense is appropriate in a sentence.
 Students will construct sentences using the correct verb tense of commonly misused verbs.
Materials/Media:
 Powerpoint to go along with New Information
 Graphic Organizer
 Matching Game Cards
 Activity Sheet
 Plain printer paper (for extension)
Motivation:
To motivate the students, play a quick game of “Simon Says.” Be sure to use plenty of verbs in each
command. Also include different verb tenses for each command. After the game, ask students what part
of speech is very important in a game of “Simon Says.” Do not give them an answer, but give them
hints such as, “It is what you do.” (Questions, Cues, Advanced Organizers) Once students have correctly
guessed that verbs are important in “Simon Says,” continue to the Goal for Learner.
Goal for Learner:
Today we will discuss the differences between commonly misused verbs. We will also learn about the
different verb tenses those verbs can be used. To help you, I will give you graphic organizers so you can
organize what the different tenses for each verb are. Then we will play a quick matching game within
your groups to practice using each verb tense in a sentence. Afterwards, we will work on an activity
individually that will focus on everything you learned in this lesson.
Procedure:
 New Information:
o Verbs have four principle parts: Present tense, present participle, past tense, and past
participle.


o
o
o
o
Present tense means that it is happening today or right now.
Past tense means that it has already happened, either earlier in the day or
yesterday.
 When a verb is a participle, it means the action is ongoing. They also have
helping verbs in front of them, such as am or have.
 For the present participle tense, the verb will always end in –ing.
 Example: Walk/(am) walking, Sit/(am) sitting
 For the past participle tense, the verb will usually end in –ed (for regular verbs).
 Example: Walk/(have) walked
 For irregular verbs, this is not the case. They have different endings that do not
follow a pattern.
 Example: Sit/(have) sat
“Today we will focus on verbs that are commonly misused.”
 Before teaching the new information about each verb, give each student a
graphic organizer. Students can use this to write notes about each type of
verb. Encourage students to color code their words to make it easier to tell
apart and read. (Summarizing/Notetaking)
The first two set of verbs that are commonly misused for one another are sit and set.
 Ask class to define what sit and set mean. (Identifying Similarities/Differences)
 Sit – the act of taking the weight off of your feet and putting it on your behind.
(Demonstrate sitting to the class)
 Set – The act of placing something down. (Demonstrate setting down a book or
a pencil)
 Explain how humans cannot set down and how objects cannot sit down.
Humans do not “set themselves down” they “sit themselves down.” You tell a
dog to “sit” not “set.”
Explain what the different forms (tenses) of each verb are. Students will write this down
on their graphic organizers.
 Sit:
 Present: Sit
o “You sit in your seats during class time.”
 Present Participle: (am) sitting
o “I am sitting in this chair right now.”
 Past: Sat
o “I sat in that chair a few seconds ago.”
 Past Participle: (have) sat
o “I have sat in that chair before.”
 Set:
 Present: Set
o “I set this pencil down.”
 Present Participle: (am) setting
o “I am setting my book down on this table.”
 Past: Set
o “I set my books down on my desk yesterday.”
 Past Participle: (have) set
o I have set my books down on this table before.”
Do the same thing for raise and rise.




o
o
o
Ask class to define raise and rise. (Identifying Similarities/Differences)
Raise – To lift or move to a higher position.
Rise – To move from a lower position to a higher position.
You “raise” your hand because you lift it. You “rise” when you stand up because
you moved.
Explain what the different forms (tenses) of each verb are.
 Raise:
 Present: Raise
o “I raise my hand when I have a question.”
 Present Participle: (am) raising
o “I am raising the ball above her head.”
 Past: Raised
o “Jimmy raised his cupcake above his head so his dog wouldn’t
eat it.”
 Past Participle: (have) raised
o “The school has raised enough money to go on a field trip.”
 Rise:
 Present: Rise
o “Ropes make an elevator rise.”
 Present Participle: (am) rising
o “The ball is rising on its own.”
 Past: Rose
o “Everyone rose when the president entered the room.”
 Past Participle: (have) risen
o “Kelly has risen early in the morning all week.”
Do the same thing for lie and lay.
 Ask class to define lie and lay. (Identifying Similarities/Differences)
 Lie – To recline or be in a horizontal resting position.
 Lay – To put down.
 When you are in bed, you lie down. You “lay” a book down (kind of like set).
Explain what the different forms (tenses) of each verb are.
 Lie:
 Present: Lie
o “I lie in my bed before I wake up in the morning.”
 Present Participle: (am) lying
o “I am lying on the floor because I am tired.”
 Past: Lay
o “The pig lay in the mud yesterday.”
 Past Participle: Lain
o “The cat had lain in the grass all day yesterday.”
 Lay:
 Present: Lay
o “I lay my clothes out on my bed before I put them on in the
morning.”
 Present Participle: (am) laying
o “Eric is laying the baby down in her crib.”
 Past: Laid






o “The chicken laid an egg yesterday.”
Past Participle: (have) laid
o “I have laid my books there every day for two weeks.”
Modeling:
o To practice learning and using verb tenses, students will play a matching/memory game.
To model how I want students to play the game, I will flip two cards over. I will do a
think aloud and ask questions such as, “Does this sentence need a verb in the past or
the present? “Is there a participle to go along with the verb?”
(Questions/Cues/Graphic Organizers)
Guided Practice:
o I will give each group a matching game. They will have to match the correct form of the
verb to the sentence. The sentence will have the verb that is needed on it, but it will not
say what tense it is in. If a student makes a match, he/she will have another turn until
they cannot make another match. Do this for about ten minutes.
Check For Understanding:
o While students are playing the game, walk around the classroom going from group to
group to make sure students understand the concept of each verb tense. Ask questions
such as, “What is the present/present participle/past/past participle tense for this
verb?” “How do you know that tense is the one that belongs in this sentence?”
(Questions/Cues/Graphic Organizers)
Practice/Application:
o Hand each student an activity sheet. The first activity will have sentences that are
missing the verb. The verb will be in parentheses at the end of the sentence and
students have to conjugate the verb to the correct tense. (Example: The teacher is
________ on the chair. (Sitting)) The second activity will have verbs and verb tenses, and
students will have to construct a sentence of their own using that verb and verb tense.
Closure:
o At the end of the lesson, have a quick review with the students. Ask them questions
about what present/present participle/past/past participle mean in a sentence and
what the tenses for lie/lay, sit/set, and rise/raise are. Have students raise their hands to
answer each question.
Accommodations/Modifications:
 If a student cannot read what the words are, read the word/sentence to the student so they can
understand what it says.
 If more explanation is needed for the students, do more modeling or have the students do it
with you as you model what to do.
 If a student cannot write a sentence, have them draw it instead and then verbally explain what
verb tense is being used.
Evaluation of Student Learning:
 Student properly determines which verb tense is appropriate in a sentence.
 Student properly used verb and verb tense in the sentences that were created on the activity
sheet.
Lesson Extension:
 If time permits, explain the same tenses (present, present participle, past, past participle) with
other irregular verbs such as: be, begin, eat, speak, write, put, and tear. Students can create
graphic organizers with plain printer paper.
Annotated Bibliography:
Informational:
 Carrol, J., Wilson, E., & Forlini, G. (2008). Writing and grammar. (pp. 480-486). Boston: Pearson
Prentice Hall.
This textbook contained information about the four principal parts of a verb, both regular and irregular
verbs.
 Simmons, R. (n.d.). The participle. Retrieved from
http://www.chompchomp.com/terms/participle.htm
This resource contained information on what participles are and how they are used with regular and
irregular verbs.
Instructional:

Bruder, M., Caplan, R., Skeans, S., & Vinson, R. (2001).Language network. (pp. 96-100).
McDougal Littell.
This textbook contains examples that can be used to teach students about verb tenses.

Simmons, R. (n.d.). Rules for using lie and lay. Retrieved from
http://www.chompchomp.com/handouts/irregularrules02.pdf
This resource gave me the idea on how to create a graphic organizer for students to take notes on. Here
is an example for lie and lay.