I explained to students that verbs have different tenses, past, present and future, and wrote them as headings on the board. I invited them to tell me the meaning of each. I did this to make sure students understood the vocabulary of the three tenses. I am glad I did this because a few students did not know the definition of future, even though they understood the concept of something that has yet to happen. I wrote the verb walk above the headings. Then I wrote the verb tenses for I under the appropriate heading: I walk, I walked, and I will walk. I did the same with you, he/she/it, we, and they.
Students copied the same headings in their grammar journal. I guided them in forming the verb tenses for the verb play. I called on them to tell me the verb tenses for I (I play, played, and I will play) and recorded them on the board underneath the appropriate heading. Students did the same in their journals. We did the same with you, he/she/it, we, and they. I repeated the process with the verbs talk and laugh.
For independent practice, students formed verb tenses by using them correctly in sentences. I knew they would be able to complete a chart like we did during guided practice, so I wanted to provide them the opportunity to practice the different tenses by creating their own sentences. I wanted to increase student engagement in this simple assignment, so I decided to incorporate technology. They used iPads to type sentences for each given verb in the past, present, and future. While students worked, I walked around the room providing assistance as needed. Students who needed additional help were placed in a small group for additional guided practice. (See attached practice sheets.)
I informally assessed students as they worked by reading their sentences. I used a checklist to document their level of proficiency. The results guided my teaching as I planned for future lessons.