Forms of the linking verb Be

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Objective

SWBAT compose writing using the correct form of the verb "be."

Big Idea

Students will learn to correctly use forms of the verb "be."

Narrative

1 minutes

Introduction

4 minutes

I begin the lesson by informing students that today we will be learning about the linking verb "be."  I tell them that the linking verb "be" does not show action.  It tells what someone or something is or was like. The verb "be" has different forms when it is used with singular subjects and plural subjects.  But, it is important to note that the subject and verb must agree.  I write examples on the whiteboard (see attached Powerpoint resource):

Present Tense:

I am hot.

He is hot.

We are hot.

 

Past Tense:

Last week, the weather was cold.

Even the animals were cold.

 

So, forms of the verb "be" that we will discuss today are as follows:  am, is, are, was, were.  I, also, inform students that there are other forms of "be" but we will only discuss these five forms today.

Writing Activity

30 minutes

During part of the lesson, I ask students to pretend they are visiting the zoo and write a description of what they see.  They are to write two sentences for each of the forms of the linking verb "be" that we have discussed today (am, is, are, was, were).  Since there are five forms of the linking verb "be" that we have discussed today, they will have a total of ten sentences.  (See attached Powerpoint slide for writing prompt.)

Whole Group Sharing

15 minutes

Students share whole group some of the sentences they wrote to describe their imaginary visit to the zoo.  This activity helps students to practice their reading, listening, and speaking skills for a balanced literacy approach to this lesson.

Closure

10 minutes

To close the lesson, I have students to write the five forms of the linking verb "be" that we have discussed today and go around the room with each student reciting the five forms.  I do this because research shows that a child's listening vocabulary is their primary vocabulary, next being their speaking vocabulary, reading vocabulary, and writing vocabulary.  The more my scholars hear and speak the use of correct grammar, the more they will read and write it.