Molloy College

Division of Education
Amanda Balzafiore Professor Rickey Moroney
EDU 527 01 Wednesday, June 20, 2018
Grade: 3 Topic: Verb Tenses Content Area: ELA

INSTRUCTIONAL OBJECTIVES
After completing the chapter on verb tenses, students will understand and
demonstrate the conjugation of verbs in the present tense. They will use present
tense verbs in sentences, and phrases.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

NYS.CCSS.L.3. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.

NYS.CCSS.L.1.E. Form and use the simple (e.g., I walked; I walk; I will walk) verb
tenses.

Indicator: This will be evident when students conjugate several verbs using the
present tense through reading, writing, or speaking. Learners will also need to
identify verbs in the present tense within a set of many verbs including those
conjugated in the past and future tenses as well.
For example, she is working or he is playing.

ISTE Standards
Empowered Learner 1C.
Students use technology to seek feedback that informs and improves their
practice and to demonstrate their learning in a variety of ways.

4. Critical thinking, problem solving, and decision making

a. Plan and manage activities to develop a solution or complete a project

Indicator: This will be evident when students participate in using the following
technology resources to complete verb tense activities, review, and an assessment. The
resources include: Kahoot!, YouTube, Thinglink, and Smartnotebook.

INSTRUCTIONAL RESOURCES

© Molloy College, Division of Education, Rockville Centre, NY 11571

 ● Weebly Chapter 2: The Present Tense
● iPad, Chromebook, computer
● Notebook and a pencil
● Present Tense worksheet
● Assessment assignment and the corresponding rubric

MOTIVATION
To engage all learners, the students will watch a brief YouTube video titled Present
Continuous Verb Chant in the beginning of this lesson. Following the video,
students will think-pair-share with a partner to discuss what they already knew
about present tense verbs and what they want to know about verbs in the present
tense. After, we will come back together as a class and share ideas. This will engage
all learners visually through technology by viewing the video as well as socially
when students are engaging with a partner.

DEVELOPMENTAL PROCEDURES

Activity: Students will use verbs in all three tenses but strictly identify those only in
the present tense. They will also conjugate verbs that are already in the past and
future tenses to make them present tense. This may be completed through a
matching column activity, or an online Kahoot! game.

Key Question: What is the difference between verbs in the present tense and verbs in
the future and past tenses? How do you conjugate a verb in the present tense?

ASSESSMENT
To assess the students all learners will complete a reading and writing activity.
Students will be given a paragraph that includes several verbs in the past and future
tenses. Their goal is to rewrite the paragraph and change the verbs so that they are
conjugated in the present tense. The assessment will allow all students to
accurately show what they know about verbs in the present tense through the skill
of rewriting and conjugating. A rubric created on Rubistar will align with this
assessment.

© Molloy College, Division of Education, Rockville Centre, NY 11571

 INSTRUCTIONAL STRATEGIES

● I do, you do, we do

● Think-pair-share
● Partner work
● Group discussions
● Teacher modeling
● Scaffolding- students will use their prior knowledge of what verbs are in
reading and writing. I will support students as needed during their
independent and partnership practice.

ADAPTATIONS
Students who are English Language Learners (ELLs) will receive vocabulary words
and a packet explaining verb tenses prior to the star of this lesson. This will allow
ELLs to have a better understanding of given vocabulary words as well as the
overall content that will be taught. The methodology Total Physical Response (TPR)
can also be used to engage all ELLs by having them act out verbs. Students with
IEPs or 504s will be monitored according to their given services.

DIFFERENTIATION OF INSTRUCTION
Struggling Students will receive more sentence strips using verbs in the present
tense before advancing to the paragraph activity. This will provide a visual and
more hands on example. Average Students will complete all technology based
activities, and the worksheet as explained above. Advanced Students will complete
all activities as explained above as well as completing an enrichment task. The task
will include the students writing their own story or paragraph using the expression
of verbs in the present tense only.

INDEPENDENT PRACTICE
For homework, students will complete an assignment on Google Classroom. The
goal of the assignment will be to correct 12 sentences accurately through changing
verb tense. For example, the sentence “She baked a chocolate cake at her grandmas
house.” should be corrected to “She is baking a chocolate cake at her grandmas

© Molloy College, Division of Education, Rockville Centre, NY 11571

house.” With the incorporation of technology, students will be allowed to upload
their assignment through Google Classroom.

FOLLOW-UP ACTIVITIES
Direct Teacher Intervention: The teacher will provide small group instruction and
guided practice with several other examples for any students who did not grasp the
given materials on conventional language.
Academic Enrichment: Students who qualify for enrichment will be asked to
complete writing a story using verbs in the present tense and then reading it to the
class with expression.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Name: ________________

Date:_________

Assessment Directions: Read the story below. Use the next page to rewrite the story in
the PRESENT TENSE.

Alarm Clock Dilemma

I woke up around 8:30 am in the morning yesterday. When I looked at the

clock I said “ Oh, I am getting late for school and my teacher is going to punish me

for this”. It wasn’t the first time for me to be late for the class and my teacher would

get angry with me just because of the same reason: coming late to the class.

Anyway, I brushed my teeth and put on my clothes immediately and went to catch

my bus. As soon I reached there I was shocked to see that the bus had already left

taking all the passengers from the bus stop. I sat on the bench and I was very

worried. I had been waiting there for the next bus for an hour, but there was no

sign of it. I felt so frustrated and disappointed, and I didn’t know what to do. Just

then one car stopped near me and my friend John called my name. I was very

© Molloy College, Division of Education, Rockville Centre, NY 11571

excited to see him, because we hadn’t seen each other for the long time. He asked

me “What are you doing there alone?” I told him the whole story and requested him

to give me a ride to the school. He smiled and said he would be very happy for that.

He drove as faster as he could and we finally reached to the school. I had thanked

him a few times. He had smiled and waved his hand to say goodbye.

Correction Sheet

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© Molloy College, Division of Education, Rockville Centre, NY 11571

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Assessment Rubric:

© Molloy College, Division of Education, Rockville Centre, NY 11571

 REFERENCES

© Molloy College, Division of Education, Rockville Centre, NY 11571

English Language Arts Standards » Language » Grade 3. (n.d.). Retrieved from
http://www.corestandards.org/ELA-Literacy/L/3/

Learning Games | Make Learning Awesome! (2018, June 14). Retrieved from
https://kahoot.com/

ISTE Standards for STUDENTS. (n.d.). Retrieved from https://www.iste.org/standards/for-

students

Past Tense Activities - Regular Verbs Lesson Plan for ESL Kids Teachers. (n.d.). Retrieved June
16, 2018, from https://www.eslkidstuff.com/lesson-plans/past-tense-regular-verbs.html

© Molloy College, Division of Education, Rockville Centre, NY 11571