Day 1: Present Tense Regular Verbs

Common Core Standards

• CCSS.ELA-LITERACY.L.4.1.B
  Use frequently occurring irregular and regular verbs.
• CCSS.ELA-LITERACY.L.4.1.E
  Form and use the progressive (present participle) verb tenses.

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Learning Objectives

• I can identify and use regular verbs in the present tense.
• I can write sentences using regular verbs in the present tense.

Success Criteria

• I can recognize regular verbs in the present tense in reading passages.
• I use correct present tense verb forms in my writing.

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Materials

• Whiteboard and markers
• Sentence strips with simple present tense regular verbs
• Verb charts
• “I Spy” verb game cards

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Lesson Breakdown (15 minutes)

Time	Activity	Description
3 minutes	I Do (Modeling)	Teacher writes simple present tense regular verbs on the board (e.g., walk, jump, play). Demonstrate how to use them in a sentence aloud. Highlight “-s” for 3rd person singular.
5 minutes	We Do (Guided Practice)	Together, read short sentences on sentence strips. Discuss and underline the present tense verbs. One volunteer writes a new sentence using a given verb in the present tense.
7 minutes	You Do (Independent Practice)	Students complete a mini worksheet where they fill in blanks with correct present tense regular verbs. Pair-share answers, then discuss as a class.

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Differentiation

• For Diverse Learners: Provide verb visuals and sentence starters. Use a word bank for fill-in-the-blank tasks.
• For Advanced Learners: Challenge to add adverbs to sentences (quickly, slowly) and explain meaning.

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Extension Activity

Create a mini daily diary entry using at least five present tense regular verbs describing your day.

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Day 2: Past Tense Regular Verbs

Common Core Standards

• CCSS.ELA-LITERACY.L.4.1.C
  Use verb tense to convey various times, sequences, states, and conditions.
• CCSS.ELA-LITERACY.L.4.1.D
  Form and use verbs in the past tense.

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Learning Objectives

• I can change regular verbs from present to past tense.
• I can write sentences using past tense regular verbs.

Success Criteria

• I recognize the “-ed” ending for regular past tense verbs.
• I use past tense verbs correctly when writing sentences.

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Materials

• Whiteboard and markers
• Chart with verb base forms and past tense forms
• Sentence scramble cards
• Worksheets with fill-in-the-blank past tense activities

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Lesson Breakdown (15 minutes)

Time	Activity	Description
4 minutes	I Do (Modeling)	Teacher models changing present tense verbs to past tense by adding “-ed.” Write sentences aloud showing the past form (e.g., “I walked to school.”)
5 minutes	We Do (Guided Practice)	In pairs, students pick verb cards and form sentences in past tense. Teacher writes some examples. Group corrects and discusses.
6 minutes	You Do (Independent Practice)	Students complete a worksheet with sentences missing verbs. They write the correct past tense verb form to complete the sentence. Discuss answers at the end.

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Differentiation

• For Diverse Learners: Use audio recordings of sentences with past tense verbs. Provide past tense conjugation charts for reference.
• For Advanced Learners: Write short narratives integrating at least five different past tense regular verbs.

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Extension Activity

Make a mini comic strip showing an event and write sentences underneath using past tense regular verbs.

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Day 3: Future Tense Regular Verbs

Common Core Standards

• CCSS.ELA-LITERACY.L.4.1.C
  Use verb tense to convey various times, sequences, states, and conditions.
• CCSS.ELA-LITERACY.L.4.1.B
  Use frequently occurring regular verbs.

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Learning Objectives

• I can form and use future tense regular verbs correctly.
• I can write sentences describing future actions.

Success Criteria

• I recognize the word “will” to express future tense.
• I write sentences using “will” + base form of regular verbs to describe future actions.

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Materials

• Whiteboard and markers
• Future tense sentence frames (e.g., “I will ____ tomorrow.”)
• Mini whiteboards for student response
• Future tense verb sorting cards

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Lesson Breakdown (15 minutes)

Time	Activity	Description
4 minutes	I Do (Modeling)	Teacher introduces “will” + base verb form to express future tense. Write example sentences out loud. Highlight the structure.
5 minutes	We Do (Guided Practice)	As a class, create sentences for future plans using flashcards with verbs. Students help build sentences aloud using “will.”
6 minutes	You Do (Independent Practice)	Students use mini whiteboards to write their own future tense sentences. Volunteers share complete sentences with the class.

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Differentiation

• For Diverse Learners: Use sentence frames and verb banks to support sentence building. Visual countdown timer to maintain focus.
• For Advanced Learners: Write short predictions for the week using future tense verbs with time markers (next week, tomorrow morning).

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Extension Activity

Create a “Future Tense Fortune Teller” paper game where students write future tense verbs inside and predict classmates’ futures.

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Summary

Each day follows the "I do, we do, you do" gradual release model to scaffold understanding of verb tenses. Lessons directly tie to Common Core standards focusing on applying knowledge of regular verbs in present, past, and future tenses through reading, speaking, and writing activities. Differentiation and extension tasks ensure all learners are supported and challenged effectively within a compact 15-minute window. This plan encourages active engagement and empowers students to confidently use verb tenses for communication.