Helping Verbs Mastery

Grade Level

6th Grade

Duration

45 minutes

Standards Alignment

CCSS.ELA-LITERACY.L.6.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking, including:

Explain the function of auxiliary (helping) verbs in particular sentences, including how they can be used to express tense, mood, and voice.

Learning Objectives - "I can..." Statements

I can identify helping verbs in sentences.
I can explain the purpose of helping verbs.
I can use helping verbs correctly in my own writing.

Success Criteria

I can find helping verbs in a passage with 90% accuracy.
I can explain how a helping verb changes the meaning of a main verb in a sentence.
I can write three sentences that use helping verbs correctly.

Materials Needed

Whiteboard and markers
Printed handout with sentences (helping verbs highlighted/dyslexia-friendly font)
Index cards with helping verbs written on them
Colored pencils or markers
Exit ticket worksheet
Tablet or computer (optional for interactive game)

Lesson Procedure

1. Engage: Hook Activity (5 minutes)

Write 3 sentences on the board, one with a main verb only, and two with helping verbs:

She runs to school.
She is running to school.
She has run to school.

Ask students: What do you notice about these sentences? How do the verbs change?
Quick brainstorm of what helping verbs might do.

2. Explicit Teaching (10 minutes)

Define helping (auxiliary) verbs: words that assist the main verb to show tense or mood. Examples: am, is, are, was, were, have, has, had, will, shall, do, does, did, can, could, should, would, might, must.
Use color coding on the board: helping verbs in blue, main verbs in red.
Show examples of sentences, identifying helping verbs and explaining their function.
Dyslexia-friendly reading option: Provide printed examples using spacing, a sans-serif font like Open Dyslexic or Comic Sans, and color highlights to separate helping verbs from main verbs.

3. Guided Practice (10 minutes)

Distribute handouts with 15 mixed sentences (some with helping verbs, some without).
In pairs, students highlight helping verbs in blue and underline the main verb in red.
Circulate and provide support; encourage pairs to explain their choices aloud.
For diverse learners: provide sentence cards with helping verbs removed so they can add them in correctly.

4. Independent Practice (10 minutes)

Each student receives 5 index cards with helping verbs.
They create 3 original sentences using different helping verbs on their cards.
For students needing support, sentence starters are provided, e.g., "She ___ been to the store."
Advanced learners: challenge to create sentences using helping verbs to express different tenses (past perfect, future, etc.).

5. Assessment & Wrap-up (8 minutes)

Exit ticket: A short worksheet asking students to:
1. Underline the helping verbs in 5 sentences.
2. Explain in one sentence why helping verbs are used in one chosen sentence.
Review answers as a class quickly to reinforce learning.

Differentiation Strategies

For students with difficulty reading: use dyslexia-friendly fonts, color coding, and provide oral reading support.
For English Language Learners (ELLs): pair with a buddy, use visuals, and provide sentence frames.
For advanced learners: provide challenge tasks to write complex sentences with multiple helping verbs and explain subtle differences in meaning.

Extension Activities

Write a short story (5-6 sentences) using a variety of helping verbs to show different tenses.
Create a “Helping Verb Grammar Rap” or poem to reinforce verb use rhythmically.
Interactive online games about auxiliary verbs (teacher-led if available).

Reflection & Teacher Notes

Monitor student pairs closely during guided practice to identify misconceptions.
Encourage students to use the learned helping verbs in future writing assignments.
Consider revisiting helping verbs in context with modal verbs or irregular verbs for further mastery.

Teaching Instructions