Action Word Mastery

Objective

Students will be able to identify and correctly use different types of verbs (action, linking, and helping verbs) in sentences to enhance their writing and comprehension skills.

Aligned to Common Core State Standards (CCSS)

• CCSS.ELA-LITERACY.L.6.1.A: Recognize and correct inappropriate shifts in verb voice and mood.
• CCSS.ELA-LITERACY.L.6.1.B: Form and use the perfect verb tenses.
• CCSS.ELA-LITERACY.L.6.1.C: Use verb tense to convey various times, sequences, states, and conditions.
• CCSS.ELA-LITERACY.L.6.1.D: Recognize and use passive voice and active voice.

Materials

• Whiteboard and markers
• Notecards with verbs printed on them
• Personal notebook or worksheet for practice
• Timer or stopwatch

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Lesson Breakdown (30 Minutes)

1. Introduction & Hook (5 minutes)

• Begin with a quick question: "What did you do before coming to school today?"
• Write student’s response on the board and highlight the verb(s).
• Explain: “Today, we’re going to become experts at finding and using action words, called verbs. Verbs are words that show action or state of being.”
• Briefly describe the three types of verbs: action verbs, linking verbs, and helping verbs.

2. Direct Instruction with Examples (7 minutes)

• Write example sentences on the board and underline the verbs:
  • Action verb: “She runs every morning.”
  • Linking verb: “He is happy.”
  • Helping verb: “They are playing soccer.”
• Explain the role of each verb type in the sentence.
• Emphasize correct tense usage and mention shifting verb tenses when needed (CCSS.L.6.1.A & B).

3. Interactive Activity: Verb Sorting Game (8 minutes)

• Give the student a set of notecards with verbs written (e.g., run, is, have, jump, be, seems, are, have been).
• Ask the student to sort these into three piles: Action Verbs, Linking Verbs, and Helping Verbs.
• As the student works, have a discussion about how the verb functions and whether it might fit in more than one category depending on usage.
• Encourage the student to give an example sentence for each card in the correct pile.

4. Guided Writing (7 minutes)

• Prompt: “Write three sentences about your favorite hobby or activity, making sure to include at least one action verb, one linking verb, and one helping verb.”
• Monitor student's writing and offer immediate feedback: correct verb tense and usage, and identify verbs in their sentences.

5. Wrap-Up and Quick Assessment (3 minutes)

• Review the student’s sentences aloud and underline the verbs.
• Ask the student to explain the type of each verb they used.
• Provide a quick verbal quiz: Teacher says a verb, student categorizes it and uses it in a simple sentence.
• End with a positive reinforcement and highlight progress made.

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Assessment

• Informal formative assessment during the sorting activity and guided writing based on accurate verb identification and correct tense use.
• Final verbal quiz checks quick recognition and comprehension of verb types aligned with CCSS.

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Extensions / Differentiation Ideas

• For students needing more challenge: Introduce linking verbs that can act as helping verbs in complex tenses (e.g., "have been," "is being").
• For students requiring support: Use visuals or actions associated with verbs during the sorting game to reinforce understanding.

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Reflection for Teacher Use

• Note student’s ability to switch between verb types in writing.
• Reflect on student’s grasp of verb tense consistency and awareness of active vs. passive voice for next lesson.