STANDARD BASED LESSON PLAN
Lesson: Choosing the Correct Verb Tense
Subject Area: ELA 3rd Grade
I. Common Core State Standards:
CCSS.ELA-Literacy.L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
II. Objective/Benchmark and I Can Statements:
The student will recognize simple verbs in the past tense.
 I can choose simple verbs in the past tense. (knowledge/comprehension)
The student will recognize simple verbs in the present tense.
 I can recognize simple verbs in the present tense. (knowledge/comprehension)
The student will recognize simple verbs in the future tense.
 I can recognize simple verbs in the future tense. (knowledge/comprehension)
The student will differentiate between the past, present, and future tenses by labeling candy corn cut
out pieces with the word written in the correct tense.
 I can label the candy corn pieces with the correct tenses of each verb.
 I can categorize simple verbs by their tense through sorting candy-corn pieces. (synthesis)
 I can write a paragraph using the same verbs in all three tenses.
III. Anticipatory Set
Students will walk into the classroom filled with pumpkins! Each of the pumpkins will have a verb
written on it. Students will be able to walk around the room and choose their own pumpkin to bring
back to their desk.
IV. Input:
A. Task Analysis
 Teacher will place anticipatory set pumpkins around the room before the students return.
 Students will each choose their own pumpkin and take to their seat with them.
 Students will share their words and teacher will record words on the board.
 Students will discuss the pattern they notice about all of the words on the board.
 Teacher will talk about the way verbs are used to discuss things that have already happened,
things that are happening right now, or things that are going to happen.
 Teacher will read 5 sentences. Each sentence will be placed on the ELMO projector.
 Students will move to the right side of the room if they think the sentence describes something
that already happened. Students will move to the center of the room if they think the sentence
describes something that is happening right now. Students will move to the left side of the
room if they think the sentence describes something that will happen in the future.
 Students will return to their seats and take their pieces out of the bag on the back of their
pumpkins.
 Student will hand out worksheet.
 Teacher will model the labeling of the candy corn pieces.
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Teacher will model how to glue them to worksheet.
Teacher will model the sentence-writing step to be done after the pieces are glued down
As students work on their worksheets, teacher will walk around the room to help students.
If a student finishes early, they may write a journal entry about their life story using verbs in the
past, present, and future tenses. Students may also choose something to do from the list in the
room.
B. Thinking Levels
 Remembering: What are verbs?
 Understanding: Can you recognize what tense this verb is in?
 Analyzing: Can you differentiate between the tenses?
 Creating: Can you write three sentences using different verb tenses for the same verb?
C. Accommodations- Implementing Differentiation Principles:
 Remediation: Struggling students will only have to choose the different tenses to label their
candy corns.
 Extensions: Highly motivated students will be able to write a journal entry about the story
of their lives using verbs from the past, present, and future tenses to practice what they’ve
learned.
 Learning Styles:
o Visual/Spatial: Cutting out, labeling, and gluing the candy corns to their worksheets.
o Interpersonal: Turn and talks with neighbors about patterns they noticed.
o Bodily/Kinesthetic: Students moving to different areas of the room to identify verb
tenses.
D. Managing the Lesson:
 Instructional Methods:
o Choose your own pumpkin to take back to your seat.
o Turn and talk to your neighbors.
o Walk to specific areas of the room following each sentence.
o Label the candy corn pieces.
o Cut them out and glue them to worksheet.
o Write three sentences.
o Work on journal when finished.
o Get a book out and SSR.
 Engagement Strategies:
 Movement
Students will move from picking out their pumpkins to their desks. Students will
move to different sides of the room to choose the tense they think each
sentence is in.
 Active Student Participation
Students will actively participate in sharing their verbs, labeling their candy
corns, cutting them out and gluing them down to their worksheets, creating
sentences using the different tenses, responding to formative assessment
questioning, working individually, and with peer groups.
 Classroom Management Focus
Students will quietly raise their hands to answer questions. When students
shout out of turn, the teacher will remind the class that the teacher will gladly
call on students who are raising their hands quietly. If individual students
continue to have a problem, the teacher will quietly remind the individual again
that the teacher will be happy to call on students who are raising their hands
quietly.
Students will use the proper volume of voice throughout the lesson. The
teacher will instruct what voice level the students ought to be working at with
each activity throughout the lesson, and students who are using loud voices will
be given verbal warning. IF students continue to should, they will be asked to
move their clip on the stoplight.
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Materials:
 22 pumpkins (2 of each verb)
 23 sets of Candy Corn pieces, in plastic bags attached to backs of pumpkins
 24 copies of worksheets
 Glue sticks
 Scissors
 Pencils
 5 sentences typed out for the ELMO projector
V. Modeling
 Circling the verbs in each sentence on the ELMO when discussing how to determine the tense.
 Demonstrating how to label the candy corns.
 Model how to write three complete sentences, each using their verb in a different tense.
VI. Checking for Understanding (Formative Assessment):
 Circulate around the room to answer student questions and check to make sure they’re labeling
their candy corns correctly.
 Having student move to different areas of the room to show what tense they think the sentence
is taking place in.
VII. Guided Practice:
While modeling how to write the three sentences on the worksheet, I will ask for students to help create
the sentences. Gradual release of responsibility wil take place as students demonstrate competence.
VIII. Independent Practice- if appropriate:
IX. Closure
How will this relate to what they will be doing in the future?
X. Assessment (Summative Assessment):
Students will have met the lesson objective if they have properly labeled their candy corn pieces (past
tense of verb in bottom piece, present tense of verb in middle piece, and future tense of verb in upper
piece), and created three sentences using their chosen verb in each tense.
Resources:
http://www.teacherspayteachers.com/Product/Halloween-activity-Candy-Corn-verbs-Isare-waswere348380
http://www.kinderprintables.com/fall/candycornmatchbw.gif