Tense and Sentence Power

Overview

Today students will review and practice simple verb tenses (past, present, and future) and learn how to use key sentence tools: the word “to,” the articles “a” and “an,” conjunctions, and transition words to show order. Students will apply these skills by revising and writing short sentences about a real or imagined event.

Learning intentions

• Students will be able to identify and use simple past, present, and future verb tenses in their writing.
• Students will be able to use the word “to” correctly in common sentence patterns.
• Students will be able to choose “a” or “an” correctly before a noun.
• Students will be able to use conjunctions and transition words to help sentences and ideas flow in order.

Success criteria

• I can write sentences using consistent simple verb tense (past, present, or future).
• I can use “to” correctly in sentences (for example, “I will go to the park”).
• I can choose “a” or “an” correctly (for example, “a cat,” “an apple”).
• I can add at least 2 transition words and use at least 2 conjunctions to connect ideas.

Curriculum links

• Language: Form and use simple verb tenses (past, present, future).
• Language: Form and use regular and irregular verbs.
• Language: Use coordinating and subordinating conjunctions.
• Writing: Use temporal words and phrases to signal event order.
• Language: Use coordinating and subordinating conjunctions to combine ideas (supporting clear writing).
• Language: Ensure subject-verb and pronoun-antecedent agreement while revising.

Lesson structure (60 minutes)

1. 0–6 min · Warm-up sort. Teacher writes three sentence stems on the board: “Yesterday, I ____,” “Today, I ____,” “Tomorrow, I ____,” and reads quick examples aloud. Students choose the matching tense for each example by pointing to the correct chart and saying the tense word aloud.

2. 6–15 min · Mini teach: simple tenses. Teacher models changing verbs across time (walk → walked; play → played; go → went; will walk) and emphasizes that the verb tense must match the time clue. Students do a quick “tense switch” in notebooks: change 3 teacher-provided sentences into the other tense.

3. 15–25 min · Mini teach: “to,” “a,” and “an.” Teacher shows sentence examples and explains patterns:

• “I will ____ to the ____.”
• “I saw a ____.” (sound matters)
• “I saw an ____.” (vowel sound matters) Students complete a teacher-led cloze: “I went ____ the store” and “She has ____ apple / ____ banana,” then justify choices with a class discussion.

4. 25–35 min · Mini teach: transitions and conjunctions. Teacher lists and models use of temporal transitions (“first,” “then,” “next,” “after that,” “finally”) and conjunctions (“and,” “but,” “or,” “because,” “so,” “when”). Students practice combining two short idea-sentences using one conjunction and then adding one transition word to show order.

5. 35–50 min · Guided revision: “Fix the Draft.” Teacher displays a short, imperfect paragraph on the board (4–5 sentences) with mixed tense errors and missing sentence tools (examples include missing “a/an,” wrong tense, missing “to,” missing conjunctions/transitions). Students revise with the class first (teacher and students mark edits), then revise their own copy using a checklist: tense consistent, “to” present where needed, correct “a/an,” at least 2 transitions, at least 2 conjunctions.

6. 50–57 min · Independent writing (short). Teacher assigns a prompt: “Tell what you did today (or yesterday) and what you will do next.” Reminds students to pick ONE tense for the time they’re describing. Students write 5–7 sentences using their checklist and include transition words for event order.

7. 57–60 min · Exit ticket. Teacher gives a 4-item quick check:

• Choose the correct verb tense: “Yesterday, I ___ to the library.” (go/went/goes)
• Choose “a” or “an”: “I saw ___ owl.”
• Choose the correct transition: “___, I brushed my teeth.” (First/Finally)
• Add one conjunction to join two ideas (“and” or “because”). Students submit answers before leaving.

Resources

• Board/markers or screen to display model sentences
• Student notebooks or writing journals
• Printed “Fix the Draft” paragraph copies (1 per student)
• “Tense Switch” mini worksheet (optional)
• Word bank cards: past/present/future, to, a/an, transition words, conjunctions
• Checklist for revision (simple icons allowed)
• Timer for structured segments

Assessment

• Formative checks during “Warm-up sort” (correct tense selection by pointing and speaking)
• Teacher circulates during guided revision to confirm students’ edits for tense, “to,” and “a/an”
• Exit ticket to measure mastery of all targeted skills in a short, measurable way

Differentiation

• Provide sentence starters and word banks for students who need support (e.g., “Yesterday, I went to…,” “First, I… Then, I…”).
• Allow oral rehearsal before writing: students can practice one sentence with a partner using their chosen tense.
• For students ready to extend, challenge them to use a subordinating conjunction (“because,” “when,” “so”) to create a more complex sentence.
• For EAL/SEN needs, highlight one target at a time during revision (for example, first focus on tense consistency, then add “a/an,” then transitions/conjunctions).