Lesson: Irregular Verbs

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Lesson Objective

SWBAT be able to identify irregular verbs and use them with 80% accuracy as shown by a Friday quiz.

Lesson Plan

5WOLC 1.2 – Identifying Irregular Verbs
 
LESSON PLAN TEMPLATE
LESSON PLAN
Standard : WOLC 1.2
 
5WC1.2 Grammar: Identify and correctly use verbs that are often misused (e.g., lie/lay, sit/set, rise/raise), modifiers, and pronouns.
I. Desired Outcome
SWBAT be able to identify irregular verbs and use them with 80% accuracy as shown by a Friday quiz.   
II. Evidence of Learning*
-Irregular Verbs recording sheet
-Verb Sort
 
 
III. Opening the Lesson
A. Activity to open the lesson ideally:
 1. Motivates and engages students,
 2. Either assesses prior knowledge or explicitly builds on prior knowledge/life experiences/interests – for example, “Do Nowsâ€
 3. States the objective of the lesson.
B. How long will the opening take?
C. Consider Blooms Taxonomy/Ask good questions (Knowledge, Understanding, Application, Analysis, Synthesis, Evaluation)
Bring Ss to the carpet and tell them that today is a momentous day – a day in which we will refamiliarize ourselves with irregular verbs on our quest to speak and write correctly. While students stare blankly at you, reveal the following regular verbs on the board and tell students that what they have in front of them is a list of regular verbs.
 
kick              shove             cry                 singe
 
Tell students that we call these regular verbs because we conjugate them, that is, we turn them into different tenses, in the same way. Illustrate finding the past tense and past particle for “kick†(kicked, have/has kicked). Ask students, “In both cases, how do we form the past tense and past participle for regular verbs?†L
(we add –ed)
Have students discuss, then tell students. “Okay, so the rule is to add –ed. So I’d find the past tense of shove by adding –ed, meaning I’d get shoveed. Is that right?â€Â Thumbs up/Thumbs down.
 
“Okay, so if that’s not right, what exception to you see to this rule of adding –ed?†H/L
(if it is regular and already ends in e, just add –d)
 
(3 Minutes)
 
 
 
IV. Instruction and Modeling* – What is the teacher doing?
A.What are you going to teach and how? (Will you provide relevant information, model thought processes, establish guides or graphic organizers, etcetera?)
B.How will you differentiate instruction? (small groups, guided math, guided reading, guided writing, literature circles, etc)
C..How long will each activity take?
D. Consider Blooms Taxonomy/Ask good questions (Knowledge, Understanding, Application, Analysis, Synthesis, Evaluation)
E. Consider Newmann’s Rigor
Tell Ss, “Today we are going to go back to irregular verbs. First of all, what does it mean to be irregular?â€
 
“That’s right, being irregular means you are different or don’t follow the pattern. There are about 400 english verbs that don’t follow this pattern. Today we’ll talk about a few of them, then I’ll give you a list of the most common ones. At the end of the lesson you’ll have a chance to practice sorting between irregular and regular verbs.â€Â Â Â Â Â Â 
 
Write the verb “ran†on the board. Write the present tense, then write “Yesterday I ________ home after school. †and have students fill in the sentence.   Repeat for the past participle, “I have ______ run home everyday for the last week after school.â€Â 
 
Repeat above the blanks for the verb drive (drove, have driven). Ask students, “Do you see a pattern here the way we did for regular verbs?â€Â Â L
 
Consense that there is no pattern for irregular verbs, and pass out the irregular verb chart. Tell students that this is a list of the most common irregular verbs they will see and use in their daily writing and they are welcome to have it out from now on when they are writing anything. 
 
Run through the list quickly and show students that there is no pattern for irregular verbs. Tell students that the same way that you practice something a little bit everyday if you want to get better, we will be doing the same thing with irregular verbs. We already use these verbs all the time in our writing without even thinking; using our verb chart when we’re unsure of a spelling will help us ensure that we’re practicing correctly. 
Pass out copies of the students’ verb sort for the day and begin modeling the sorting and conjugating the different verbs.     As you work, ask students, “What is the easiest way to tell if a verb is regular or irregular?â€Â H
Answers may range from checking to see if the past tense form ends in –ed, or checking your verb chart. Encourage students to use their verb chart to check verbs of which they are unsure. 
 
 
(8 minutes)
 
 
 
V.Guided Practice – What are the students doing?
A.What will students do to interact and practice the subject matter? 
B. How will you differentiate instruction? 
C.What sorts of groupings will you use?
D.How long will each activity take?
Continue sorting verbs, gradually letting students discuss with a partner as they guide you. Students should pick this up fairly quickly, but as you get close to releasing students, ask them to take a look at their verb chart and answer the following question; “Are there any irregular verbs that could trick you into thinking they were regular? What makes these verbs tricky?â€Â H 
Discuss as a class and have students make these trickster verbs on their charts.      
(3-5 minutes)
 
VI. Independent Practice –
Students continue sorting verbs from the box with a partner. Early finishers can check their work and spellings with a partner, then start adding regular and irregular verbs on their own to their chart. 
 
(4-5 minutes)
VIII. Closing the Lesson
 
       
 Bring students back whole class and congratulate them on all their great thinking. Tell Ss that you’d like to close our lesson today by having students turn and tell a partner two ways they can tell the difference between regular and irregular verbs. Discuss as a class, and tell students that tomorrow they’ll have a chance to keep practicing on their own. 
 
(3 Minutes)
 
 
1. What went well?
2. What would you change?
3. What needs explanation?
This skill is harder than it seems…students seem to be able to tell the difference between irregular and regular verbs as long as the end in –ed (hunted, jumped, etc). Using the irregular verb list seems to help students who are having trouble using the rule on their own, though it does take considerably longer to skim the list each time they find a verb. 
 
 
 
 
 
 
 
 
 
I would backtrack and spend more time making sure students know how to identify and conjugate verbs before jumping in to this lesson. Having the solid foundation and comfort with how to find and work with verbs will be essential to being able to tell them apart. 
Students had trouble telling between regular and irregular verbs using the “-ed†rule when the verb wasn’t in the past tense…for irregular verbs, finding the past tense is really just a matter of repeated practice. As you go you may want to create a class poster of common irregular verbs as a reference for students. 
 
 
 
 
 
Irregular Verbs: Verb Sort Day 1                        Name________________#__
                                                                                                Date______________
Directions: Sort the verbs in the box below into irregular and regular columns, then conjugate the verbs using what you know about regular verbs or your irregular verb chart. 
wash      sleep        choose      chew      pay     kick      quit         rob     become     fight      jump    forget        swim        seek            keep          leave              smile          are        
laugh      burst          iron         send             teach         tug          get        convince
 
Regular Verbs
Irregular Verbs
Present Tense
Past Tense
Past Participle
Present Tense
Past Tense
Past Participle
wash
washed
have washed
sleep
slept
have slept
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Irregular Verbs: Verb Sort Day 1                        Name________________#__
                                                                                                Date______________
Directions: Sort the verbs in the box below into irregular and regular columns, then conjugate the verbs using what you know about regular verbs or your irregular verb chart. 
wash      sleep        choose      chew      pay     kick      quit         rob     become     fight      jump    forget        swim        seek            keep         leave              smile          are        
laugh      burst          iron         send             teach         tug          get        convince
 
Regular Verbs
Irregular Verbs
Present Tense
Past Tense
Past Participle
Present Tense
Past Tense
Past Participle
wash
washed
have washed
sleep
slept
have slept
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Irregular Verbs: Day 2 Practice                        Name________________#__
                                                                                                Date______________
 
Directions: Write the correct form of the verb given at the end of the each sentence. You may need to leave it in the present tense form it is given in, or you may need to change it to the past tense. 
1. 
The car (drive, drove) over the manhole in the street. (drive)
2. 
Between the two trees, Dad (hang, hung) a hammock. (hang)
3. 
A daze may be the result of a to the head, or it may from being sleepy. (blow)
4. 
We cannot sing, but I can dance and Mary can ______________. (draw)
5. 
I ______________you worked at Starbucks, Nicole. (think)
6. 
This morning I ______________ a pint of milk with my waffles. (drink)
7. 
As it ______________ dusk, I knew I better start walking toward my house. (become)
8. 
Several meetings were ______________ to try to heal the growing rift between the two gangs. (hold)
9. 
The wind was so strong that it ______________ the umbrella out of my hand. (blow)
10. 
The Civil War was ______________ in the 19th century. (fight)
 
 
Irregular Verbs: Day 2 Practice                        Name________________#__
                                                                                                Date______________
                       
Directions: Write the correct form of the verb given at the end of the each sentence. You may need to leave it in the present tense form it is given in, or you may need to change it to the past tense. 
1. 
The car (drive, drove) over the manhole in the street. (drive)
2. 
Between the two trees, Dad (hang, hung) a hammock. (hang)
3. 
A daze may be the result of a to the head, or it may from being sleepy. (blow)
4. 
We cannot sing, but I can dance and Mary can ______________. (draw)
5. 
I ______________you worked at Starbucks, Nicole. (think)
6. 
This morning I ______________ a pint of milk with my waffles. (drink)
7. 
As it ______________ dusk, I knew I better start walking toward my house. (become)
8. 
Several meetings were ______________ to try to heal the growing rift between the two gangs. (hold)
9. 
The wind was so strong that it ______________ the umbrella out of my hand. (blow)
10. 
The Civil War was ______________ in the 19th century. (fight)
 

Lesson Resources

worksheets included  
1,819
Irregular Verb list   Rubric
4,236
WOLC 1 3 Irregular Verbs worksheet   Classwork
1,921

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