Present Tense Verbs

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Day 1: Introduction to Present Tense Regular Verbs

Common Core Standards

• CCSS.ELA-LITERACY.L.3.1.B: Form and use regular and irregular verbs in the past tense (focus here: present tense verbs as foundation)
• CCSS.ELA-LITERACY.L.3.1.A: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences

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Learning Objectives

• I can identify regular present tense verbs in sentences.
• I can understand how to form regular present tense verbs for different subjects (I, you, he, she, it, we, they).

Success Criteria

• Students will correctly circle or underline present tense regular verbs in simple sentences.
• Students will orally and in writing use present tense verbs correctly with different subjects.

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Materials Needed

• Whiteboard and markers
• Sentence strips or sentence cards with simple sentences
• Individual whiteboards or paper for students
• Verb chart handout

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Lesson Breakdown (15 minutes)

1. I Do (5 minutes)

• Explain: Teacher introduces what a verb is and specifically what a present tense regular verb is. Use simple language (“Verbs tell us what someone is doing right now.”).
• Write example sentences on the board:
  • I play soccer.
  • She jumps high.
• Highlight the present tense verb and explain the rule for adding -s or -es when the subject is he, she, or it.
• Model how to identify verbs by circling them.

2. We Do (5 minutes)

• Together, read 3 simple sentences. Example:
  1. They walk to school.
  2. He reads a book.
  3. We sing songs.
• Ask students to raise their hand and circle the verb on a provided printed sentence strip or whiteboard.
• Teacher writes student examples on the board, discussing if they are correct and why. Reinforce subject-verb agreement for he/she/it and other subjects.

3. You Do (5 minutes)

• Students receive 3 short sentences with a missing verb. Example:
  • I ____ (jump) every morning.
  • She ____ (play) with her dog.
  • We ____ (run) fast.
• Students fill in the blanks with the correct form (jump, jumps; play, plays, etc.).
• Teacher circulates and provides individual support as needed.

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Differentiation Strategies

• For Struggling Learners: Provide a word bank with verbs and subject pronouns to assist in sentence completion. Use visuals (pictures of actions).
• For ELL Students: Pair students for discussion, emphasize oral practice, and use gestures to demonstrate verbs.
• For Advanced Learners: Challenge to write an original present tense sentence using a new verb and subject, and explain the verb rule applied.

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Extension Activity

• Create a “Verb Action” game: Students act out verbs the teacher says in present tense, and classmates identify the verb and say which subject would use it with or without an -s.

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Day 2: Practice and Application

Common Core Standards

• Continuation of CCSS.ELA-LITERACY.L.3.1.B and L.3.1.A with emphasis on consistent verb tense use.

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Learning Objectives

• I can write sentences using present tense verbs correctly.
• I can identify and correct errors in subject-verb agreement in present tense verbs.

Success Criteria

• Students write 3 original sentences using present tense verbs correctly.
• Students correct at least 2 sentences with subject-verb agreement errors.

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Materials Needed

• Sentence correction worksheet
• Writing journal or paper
• Markers/crayons for sentence illustration

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Lesson Breakdown (15 minutes)

1. I Do (4 minutes)

• Teacher models correcting a sentence with a verb error: E.g., He walk to school. → He walks to school.
• Think aloud to explain the thought process about the “-s” rule for he/she/it subjects.

2. We Do (6 minutes)

• Together, read 3 incorrect sentences projected or written on the board. Example:
  • She jump every day.
  • I eats lunch at noon.
  • They plays outside.
• Discuss as a class how to fix each sentence and write the corrected version on the board.

3. You Do (5 minutes)

• Students write 3 original sentences using present tense verbs in their journals.
• Optionally, students draw a quick illustration of one sentence to show understanding.

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Differentiation Strategies

• For Struggling Learners: Sentence starters provided and one-on-one support with sentence correction task.
• For ELL Students: Use bilingual dictionaries if needed and allow oral sentence sharing before writing.
• For Advanced Learners: Challenge to write a short paragraph (4-5 sentences) using at least 5 different present tense verbs correctly.

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Extension Activity

• Peer review: Students swap journals and check each other's sentences for correct verb usage with teacher guidance. Students give one compliment and one suggestion for improvement.

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This two-day plan builds strong foundational knowledge of present tense regular verbs with engaging modeling, guided practice, and independent work. The "I do, we do, you do" approach supports varied learning styles and readiness levels, all aligned with Common Core standards.