GENEVA COLLEGE

Beaver Falls, PA

IRREGULAR VERB TENSES LESSON PLAN

Name: McKayla Jacobs Date: March 22, 2022

Subject: Grammar Grade Level: 6th, 7th, and 8th Grade

I. Topic
Irregular Verb Tenses: Identifying and correcting verb tenses.

II. PA or Common Core Standards

CC.1.4.4.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage,
capitalization, punctuation, and spelling.

III. Learning Objectives: Objectives must be written using observable verbs

TSWBAT identify correct and incorrect verb tenses.
TSWBAT sort past and present tense verbs.
TSWBAT change the verb tense in sentences.

IV. Materials
Irregular Verbs PowerPoint
View Board
Irregular Past Tense Verbs Sort Worksheet
Irregular Verbs Corrections/Irregular Verbs in Sentences

V. Lesson Development
a. Introduction
To begin the lesson, the teacher will display the Irregular Verbs PowerPoint on the View Board
at the front of the room. The teacher will go to the first slide that says, “There are 3 verb tenses!”. The
teacher will read the three tenses and ask the students, “does anyone know what the different tenses
mean?”.
 The teacher will then move on to the next slide which pictures a chart describing past, present,
and future. The teacher will read the chart to the students and give examples of past, present, and future
verbs.

b. Lesson development (activities, procedures)

The teacher will then move on to the next slide and call on a volunteer to read the sentence as it
is written on the board. Once a student reads the sentence, the teacher will ask the students, “what is
wrong with this sentence? What needs fixed?”. (Looking for the answer maked.) The teacher will then
ask the students, “how can we fix the word maked to help it make sense?”. (Looking for the answer
changing the word maked to made.)
The teacher will repeat this process through slide nine at the end of the PowerPoint.
The teacher will then hand out the Irregular Verbs page of worksheets to each student. The
teacher will tell the students, “first we are going to complete the first page that says Irregular Verbs at
the top.
The teacher will ask the students, “what tense are the verbs on the left side?”. (Looking for the
answer present.) The teacher will then tell the students, “we are going to take these present tense verbs
and write the past tense of the verb next to it. So let's do the first few together. Can someone read our
first word?”. Once a student reads the first word (teach), the teacher will ask the students, “what is the
past tense of the word teach?”. (Looking for the answer taught.)
The teacher will repeat this process for the following words: make, lie, and creep.
The teacher will then tell the students, “starting with the word leave, finish writing the past tense of the
verbs.
Once the students have finished or ten minutes have passed, the teacher will tell the students to
“turn the page to where it says irregular verbs in sentences”. Once the students are all there, the
teacher will ask for a volunteer to read the first sentence. Once a student has read the sentence, the
teacher will ask the students, “what is the verb in the sentence?”. (Looking for the answer eat.) The
teacher will tell the students to “underline the word eat” and then ask the students, “how can we make
this verb past tense?”. (Looking for the answer change eat to ate.) The teacher will tell the students to
“write the word ate on the line”.
The teacher will tell the students to “complete this on your own underlining the verb and
then writing the past tense of the verb on the line”.

c. Evidence of differentiated instruction (content, process, product, or learning environment)

Process- The students will be able to work at their own pace to complete the Verb Tense game.

d. Closure (summary)
To close the lesson, the teacher will instruct the students to “go into google classroom and find
the assignment listed Verb Tenses Escape. Once the students have all found it and opened it, the teacher
will tell the students, “you are going to be playing a game of Among Us, but the clues are sentences
 with verbs. You must decide whether the verb is past, present, or future tense. If you get the
question correct, you will move on to the next clue. If you get the question incorrect, you will have
to start all the way back at number one. Good Luck!”.
VI. Assessment/evaluation
The students will be informally assessed by their ability to complete the worksheets given to them.
The students will be informally assessed by their ability to complete the Among Us game.

VII. Modifications or accommodations

This lesson would normally be taught at a third-grade level, but I modified the worksheets to accommodate my
students’ ability levels.

VIII. Self-evaluation
This was my very first lesson taught with my second placement of students. I was nervous during this
lesson because a lot of aspects were new to me including the classroom, the students, a brand new View
Board (installed the Friday before), and screen mirroring/annotating on my iPad during the lesson. However, I
feel this lesson went really well for my first. One thing I would like to do differently is how I am approaching
the students to answer questions. Being that this is a skills period, I only have four students in the classroom.
This made it difficult to keep them engaged while also making sure they were all participating enough. Next
week, I would like to try engaging the students to answer questions by simply going around the room and the
students each answering a question.
I also struggled to keep everyone’s focus because there are varied ability levels in this skills period, so
when I was trying to keep my lower students on task, I was losing my higher students. This is something I
would like to learn more about from my cooperating teacher to learn different ways I can help to keep all my
students engaged. I also hit a tough spot with engaging the students with the Verb Tense Escape game. This
did not go as planned and the students really were not into it. This helped me to learn how to adapt on the
spot when a lesson does not pan out as smoothly as you thought.
I feel I did well with timing on this lesson and teaching what I had planned. Timing is something I
struggled with in my last placement, but since I do not have a scripted curriculum, I am able to pull only what I
have time for. This allowed me to succeed in my time management during this lesson. I also feel that I stuck to
my initial plan well and only made a few modifications through the actual teaching of the lesson.

Cooperating Teacher Approval ________________________________________

Date ___________________