Colleen Major

Maercker Intermediate School with Mrs. Nanci Hoffman
Date of Lesson: Tuesday, March 8th, 2016
Subject/grade level: 4th grade ELA
Unit of Study: Grammar
Day’s Lesson Concept: Past Tense Irregular Verbs
Umbrella Question: What verbs have irregular past tenses and what would their past tenses be
with a helping verb?
Learner Characteristics:
Number of students: 21 (11 boys and 10 girls)
Ages: 9-10 years of age
Special Needs/Behavior Problems: 2 students fitting both categories
Content Objectives: Students will be able to demonstrate they can spell the irregular past tense
verbs and be able to identify which verbs have the irregular past tenses and when to use the tense
with a helping verb appropriately.
Linking new material to prior learning: I will begin the lesson by correcting their Thursday
night’s homework worksheet on the past tense by adding -ed through calling on student
participants to share their answers.
Process of Learning:
1. Start off by correcting Thursday night’s homework worksheet on the past tense by adding –ed to
2. Answer any questions the students may have on their worksheet to help clarify.
3. Teach the irregular verb “Be” through a chart.
4. Read worksheet 37 to the class, highlighting information.
5. Using a paper to hide the answers, quiz the students on the chart shown on worksheet 37 to show
the students they already have prior knowledge of most of these irregular verbs.
6. Divide the room into three large groups (two tables on each).
7. Let the groups pick their own (school appropriate) group names and write on the board in a Tchart with tallies for point tracking.
8. Placed on the front kidney bean table will be dry erase markers, three white boards and the buzzer
9. A student from each group will come to the front of the room answer my question by writing it on
their white board then hit their buzzer. Whoever hits their buzzer first and gets the answer correct
will receive a point for their group. If the answer is wrong the other players get a chance to

10. I will ask questions such as “What is the irregular past tense of go?” or “What is the irregular past
tense of swim with a helping verb?” All students will get to go at least once.
11. Give positive reinforcement to both teams regardless of who won at the end. Students should go
back to seats.
12. Hand out homework worksheet and go over directions for both sides.
13. Allow time for students to complete homework and ask questions as I monitor.
All students will be doing the same thing; however, with the two students who have the learning
disabilities, I will place myself nearby to encourage the student(s) to stay on task or to answer any
On steps 1-5, I will take approximately 10 minutes; steps 6-8 will take 3 minutes, 9-11 will take
15 minutes, steps 12-13 will take 5 minutes.
Post Assessment:
I will know if the students understand the content objectives if they are more confidently
answering the questions I ask by the end, participating in sharing, and by checking their
individual homework worksheets, which will be collected the following Thursday, March 10th
after the whole class and I discuss the correct answers.
Instructional Strategies:
I will obtain the students’ attention by doing the classroom silencer which is raising my hand and
saying “Signal.”
The lesson will be taught with the step by step instructions I listed above following the sequence
of an introduction/ recap on prior knowledge, teacher instructing, whole class activity, lesson
closure, and student individual seat work.
I will summarize the lesson when handing out the practice worksheet which will be their
homework by restating what we learned, and check for understanding as they do the worksheet
Instructional Materials:
Document camera, 25 homework worksheets, one copy of previous homework worksheet,
highlighter, pen, at least 3 dry erase markers, 3 dry erase boards, my personal buzzer machine,
irregular verb “be” chart, paper to cover answers on worksheet 37 for quizzing