Throw and Catch

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Objective

SWBAT determine the appropriate tense to use for the irregular verbs "throw" and "catch."

Big Idea

Students learn how to use the appropriate tense of the irregular verbs "throw" and "catch."

Narrative

1 minutes

Introduction

4 minutes

I explain to my students that the verbs "throw" and "catch" are irregular verbs.  You cannot make the past tense of these verbs by adding -ed.  I, then, write the following information on the board (see attached Powerpoint resource, as well).

Present                    Past                     With have, has, or had

throw                       threw                   thrown

catch(es)                 caught                  caught

I call on several students to say sentences using each of these forms correctly.

 

Throw/Catch Game

15 minutes

Next, we play a game of throw and catch with a ball.  We start by standing in a circle.  I start by saying one of the forms of the verbs throw and catch and throwing the ball to a student.  The student who catches the ball must use the word I said correctly in a sentence.  Then, that students much say another form of the verbs throw or catch.  That student cannot repeat the same word I said.  If a student uses one of the words incorrectly, he/she must sit down.

Writing Activity

30 minutes

For independent practice, we complete a writing activity in which the students must use all forms of the verbs throw and catch (i.e., throw, threw, have/has/had thrown, catch(es), caught, have/has, had caught) in a written narrative.  I instruct students to use the forms of throw and catch that I wrote on the board at the start of the lesson.  I display the examples on the SmartBoard (see attached Powerpoint resource.)

Closure

10 minutes

To close the lesson, students read their narratives to the whole class. I remind my students that the irregular verbs "throw" and "catch" are also action verbs.  My scholars thoroughly enjoyed this lesson because it appealed to many different learning styles - kinesthetic, visual, auditory, linguistic, interpersonal, intrapersonal, etc.  By utilizing a multi-sensory approach to learning, I have found that my scholars are more apt to retain the skills and concepts which I teach.