| Objectives | Students will be able to: (1) review regular past tense (-ed); (2) identify common irregular past tense verbs; (3) use them in sentences. |
|---|---|
| Materials | Verb matching cards (go/went, see/saw), chart paper. |
| Key vocabulary | past tense, regular, irregular, verb, yesterday |
| Engage (starter) | (10 min) "I walk today. Yesterday I walked. I go today. Yesterday I... goed? No, went!" |
| Develop (main) | (35 min) 1. Review -ed verbs. 2. Introduce irregular verbs (go/went, run/ran, see/saw). Create a reference chart. 3. Play a matching game in pairs. 4. Worksheet: rewrite the paragraph changing present tense to past tense. |
| Plenary (close) | (10 min) Share out rewritten sentences. |
| Assessment | Accurate use of irregular past tense verbs in writing. |
| Teacher notes | Irregular verbs require memorization; keep the chart visible all term. |
| Objectives | Students will be able to: (1) read a text and identify the order of events; (2) use signal words (first, next, then, finally) to sequence; (3) correctly order a mixed-up story. |
|---|---|
| Materials | A short story cut into sentence strips, sequencing graphic organizer. |
| Key vocabulary | sequence, chronological, order, signal words |
| Engage (starter) | (10 min) Give oral instructions out of order (e.g., "Put on shoes, wake up, put on socks"). Discuss why order matters. |
| Develop (main) | (35 min) 1. Read a text together, highlighting signal words. 2. Give pairs the mixed-up story strips. 3. Students read and arrange them in chronological order. 4. Paste them onto the graphic organizer and write a summary sentence. |
| Plenary (close) | (10 min) One group reads their ordered story. Discuss clues used to find the order. |
| Assessment | Correct chronological sequencing of the strips. |
| Teacher notes | Look for logic and use of signal words as clues. |
| Objectives | Students will be able to: (1) apply the magic e rule to the letter "i"; (2) read i-e words; (3) spell words accurately. |
|---|---|
| Materials | Whiteboards, word lists (bike, kite, time). |
| Key vocabulary | long vowel, silent e, pattern |
| Engage (starter) | (10 min) Write "bit" on the board. Add 'e'. "Bite!" |
| Develop (main) | (35 min) 1. Review the magic e rule. 2. Practice blending i-e words. 3. "Word Hunt": give students a book and have them find 5 words with the i-e pattern. 4. Write 3 sentences using the found words. |
| Plenary (close) | (10 min) Spelling dictation: five i-e words. |
| Assessment | Dictation accuracy and word hunt success. |
| Teacher notes | Ensure they don't confuse short i with long i sounds. |
| Objectives | Students will be able to: (1) define a personal narrative; (2) choose a topic from their own life; (3) begin drafting using a paragraph structure. |
|---|---|
| Materials | Writing journals, brainstorming web. |
| Key vocabulary | personal narrative, draft, real, experience, sequence |
| Engage (starter) | (10 min) Share a short, exciting personal story (e.g., a trip to the beach). "This is a personal narrative - a true story about ME." |
| Develop (main) | (35 min) 1. Brainstorm ideas: "A time I was scared", "A fun day", "A time I learned something". 2. Select one topic and fill out a beginning-middle-end organizer. 3. Begin drafting the story, focusing on sequential order and using "I". |
| Plenary (close) | (10 min) Share topics and the first sentence of drafts with a partner. |
| Assessment | Draft remains on topic and uses first-person perspective. |
| Teacher notes | Writing takes time; this is just the drafting phase. |
| Objectives | Students will be able to: (1) understand that subjects and verbs must agree; (2) use singular/plural noun and verb rules; (3) select the correct verb. |
|---|---|
| Materials | Sentence strips with errors, rule chart. |
| Key vocabulary | subject, verb, agree, singular, plural |
| Engage (starter) | (10 min) "The dog run." vs "The dogs runs." Which sounds right? Why? |
| Develop (main) | (35 min) 1. Introduce the rule: Singular subject takes verb with 's' (He runs). Plural subject takes verb without 's' (They run). 2. Exception: I and You. 3. Practice identifying the subject, deciding if it is singular/plural, and picking the verb. 4. Worksheet practice. |
| Plenary (close) | (10 min) Quick verbal quiz. "The cat (purr/purrs)? The boys (play/plays)?" |
| Assessment | Worksheet accuracy on agreement rules. |
| Teacher notes | This is a foundational grammar rule that requires much practice. |