The first words out of my mouth are "Progressive Verbs" what are they? I then write the words on the white board. I could hear crickets. I wait in the awkward silence for any response. Finally, one brave soul speaks up, " an action word." I exclaim with excitement that I am happy that they looked at the word and made a reasonable guess.
This is where I give them the definition. I ask them to help me write a better one that we all can understand better; one that is easier to use.
To model, I use a sentence about Thanksgiving. We are close to the holiday and I wanted to catch their attention.I recite a silly sentence about a turkey who was pecking happily not knowing what might happen to him. I focus my attention onto the working definition we created, and ask someone to tell me what the progressive word was in the sentence. I then recite my sentence again and ask for confirmation if the class agrees with this answer.
The activity I have them do now is getting them up and active. I ask if students think they can add progressive verbs to the white board. I call on four students to come up and add their own progressive verbs to the board. Once they have written their word they will hand off the marker to the next student to add a new word. This will go on until every student has added a word. In the sentence there was a word that told the tense of when this action happened. I explain that these progressive verbs are preceded by a word in a specific tense. I start them out thinking about past tense. They remember quickly our lesson on -ed.
To help us with words that come before progressive verbs they need their white board. I ask them draw lines into columns to form thirds. They need to label each column past, present, and future. When they have them labeled we briefly discuss what we remember about these tenses. I then recite numerous sentences using progressive verbs but in one I use, am, was, and will be. I have students help me figure out the words that are in each sentence that help with the tense. They put these words onto their white board. This will be their reference for when they work on their own practicing writing progressive verbs and tenses.
The class now has two items to reference for practice. In this case I would give a verb and students will change the verb and tense based on the subject. I am sure you can find a worksheet for this and there are usually lessons with most basal programs that include this type of practice. I chose to use one of these to use as an assessment and practice piece.