MSP Lesson Plan Format: Direct Instruction

(For use in EDTE 520)

Candidate Name: Tamara Bradford Date/Time: 4/18/2021

Grade Level: 1st ; Content Area: English Language Arts; Estimated Lesson Length: 60 minutes
Setting (choose one): ( ) whole class ( x ) small group ( ) Individual
Co-Taught Lesson: ( ) yes ( x ) no Co-Taught Strategy Used (if applicable): ______________________________
MAIN CONCEPT/BIG IDEA (Essential understanding you expect students to retain as a result of this
lesson.)

By the end of this lesson students will be able to identify a sentence with a past tense verb.

RATIONALE (Why is this concept and/or skill important for students to learn/be able to do?)

Young students need to know the difference between past tense, present tense, and future
tense verbs so they can tell stories using proper language.

STANDARDS (Use this link to access the Standards across all content areas. Include a content standard
and an ELD standard.)

Language. CCS. 1,1,e. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking: Use verbs to convey a sense of past, present, and future (e.g.,
Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

W.1.6; L.1.1, 6 2. Interacting with others in written English in various communicative forms (print,
communicative technology, and multimedia)

OBJECTIVE/S (Students will be able to …… What will students do to demonstrate achievement of

content?) Webb’s Depth of Knowledge Resource Page
Students will be able to fill out a chart using the proper past tense of a verb to earn an exit
ticket to recess.

ASSESSMENTS (How will you know students met the learning objective? How will you assess student
learning during the instructional sequence? How will students self-assess?)
Summative: Independently, students will submit a filled out chart at the end of the lesson with
the correct use of a past tense verb. This will allow the teacher to see how well they
comprehend verbs used in a past tense way.

Formative: Students will be asked during circle time to use their whiteboards to write the past
tense of a verb provided to them. They will work with partners fill in the blank of a provided
sentence and will take turns saying the sentence out loud to their partner. They will receive
feedback from their partners and collaborate on if the sentence properly uses past tense
sentence structure.
Student Self-Assessment (if applicable to this lesson): N/A

ACADEMIC LANGUAGE DEMAND (A brief narrative that visualizes how students will participate in
this lesson. What are students being asked to do in this lesson, and how are they using language to
accomplish that? How will students collaborate for meaningful interaction, interpret and/or spoken
text, and produce evidence of their learning? Consider all domains of language: reading, writing,
listening, and speaking.)
Students will sit in circle time with the teacher on the front rug. The teacher will use picture
cards that show a motion of an object and state the difference between the present tense and
the past tense of the verb. The teacher will write the two variations of the word on a
whiteboard for all students to see.

During guided instruction, the teacher will show picture cards to students who have been
partnered up and ask them to write the past tense verb shown in the picture on their
whiteboard. They will collaborate with their partners to say the sentence out loud and see if
the sentence properly uses the past tense form of the word.

Students will use a choral response of a “yes” or “no” when working as a whole during guided
practice to respond to questions presented by the teacher of whether the sentence structure
properly uses the past tense verb structure.

CONTENT VOCABULARY (List the key vocabulary and/or phrases students need to understand in
order to have access to the content.)
Kick/ed run/ran
Jump/ed hear/d
Wash/ed write/wrote
Brush/ed hold/held
Wave/d see/saw
Open/ed have/had
Close/d fly/flew
Zip/ped give/gave

STRATEGIES/TECHNIQUES TO SUPPORT ACADEMIC LANGUAGE DEVELOPMENT (Given the

identified academic language demands, how is this lesson being adapted? How is it being scaffolded for
the targeted language proficiency level of your students? List strategies for supporting students’ use of
academic language such as word walls, sentence frames, realia, pictures, go kinetic, choral response,
etc.)

Choral response will be used during the guided practice during circle time with the teacher to
state whether sentences properly use the past tense verb structure.

Students will be provided images to aid in understanding of the motion in the sentence.

Students will use whiteboards in collaboration with their partners.

LEARNER ASSETS and FUNDS OF KNOWLEDGE (What assets do students bring to the classroom, e.g.,
diversity of thought, culture, and traits? What cognitive and cultural resources do students bring to the
classroom? How can these be used to develop skill and/or concept development in this lesson?) Funds of
Knowledge Resource Page
Values
Etiquette

Learning styles

Gender roles

Attitudes toward social status

STRATEGIES FOR ENGLISH LANGUAGE LEARNERS (Which SDAIE strategies will you use? Include
mention of resources, materials, and/or use of educational technology.) Teaching Strategies for English
Language Learners
-Visual learning by teacher showing picture cards.
-Partner discussion time (use of oral language).
-Visual reinforcement by teacher writing words on whiteboard and posting them at the front
of the room during guided practice.
-Keeping directions short and concise, as well as speaking slowly and clearly.
STRATEGIES FOR STUDENTS WITH SPECIAL NEEDS (List accommodations and/or modifications
specified in IEPs, 504 Plans, etc. Include mention of resources, materials, and/or use of educational
technology.)
-Ensure all students can see during circle time.
-Ensure all students can fit in the circle and be included during circle time.
-Ensure all students have access to writing markers and whiteboards. If a student cannot
write, have two versions of the verb (past and present tense) available for the student to
choose from.
-Ensure students who need extra time get it.
-Ensure students can hear the lesson and can respond in a manner that works for them.

TASK ANALYSIS (What should students already know and/or be able to do BEFORE engaging in this
lesson?)
What students should already know and/or be able to do.
Students should know how to formulate basic
sentences using both oral and written
communication.
Students should know how to sit quietly while
listening to teacher instruction.
What misunderstandings or alternate conceptions do you
expect students might have?
Students may have a hard time with the
concept of writing words in the past tense
that don’t simply add an “-ed” to the end of the
word.

Students should know how to work

collaboratively with a partner.

Students should know how to use a

whiteboard to write answers.

Students should know how to use a chart to

fill in blanks.
INSTRUCTIONAL SEQUENCE: (The components in the instructional sequence should be written as
explicitly described steps that clearly communicate the actions taken. Anyone reading through the steps
in the instructional sequence, such as a substitute teacher, should be able to execute the lesson smoothly,
including facilitating the transitions between components and applying formative assessments. Consider
UDL in the planning of the instructional sequence.)
Introduction (How will you introduce the objective and rationale of your lesson? How will you “hook”
them?)
What is the teacher doing? What questions are being asked? What are the students doing? Considerations: learning
What strategies are being applied? activities, use of educational technology, instructional
strategies, academic language development,
Ask the students to come to the rug in the accommodations, modifications, UDL, grouping, etc.)
front of the room for circle time.

When all students are sitting and have settled,
teacher will sit on the ground or in a chair so
that all students can see.
Teacher will tell students they are going to go
over what present and past tense verbs
means.
Students are sitting on the carpet with eyes
facing forward toward the teacher. They are
answering prompts from the teacher when
asked.
For students who need an image enlarged,
teacher will use the projector.

Teacher will write the word “jump” on

his/her whiteboard and ask the students
what it says.

Teacher will then stand up and jump as

indicated on the whiteboard.

Teacher will ask the students what he/she

just did, listening for students to indicate the
past tense of the verb.

Teacher will say “that’s right, I jumped”

emphasizing the “-ed”.

Teacher will write “-ed” at the end of the word

“jump” already written on his/her
whiteboard, but in a different color so
students see the addition of the new letters.

Teacher will then state “I am going to jump.”

And then do so. He/see will point to the
portion of the present tense word.

Teacher will then sit back down and state “I

just jumped.” And point to the “-ed” added to
the end of the present tense word.

Teacher will then erase the word from the

whiteboard and write the word “kick”.
He/she will ask students what word she wrote
and say it aloud with them.

He/she will then get up and make the motion

of a kick. He/she will then ask the class what
he/she just did.

Teacher will say “that’s right, I kicked”

emphasizing the “-ed”.

Teacher will repeat the steps of pointing to

the present tense version of the word and the
added “-ed” to form the past tense verb.

Activate Prior Knowledge and Skills (How will you engage prior learning, e.g., “Think back to
yesterday when we learned…”)
What is the teacher doing? What questions are being asked? What are the students doing? Considerations: learning
What strategies are being applied? activities, use of educational technology, instructional
strategies, academic language development,
accommodations, modifications, UDL, grouping, etc.)

Teacher Modeling (I do it. How will you demonstrate or model the skills, strategies or required
understanding to meet your objective? How will you check for understanding?)
What is the teacher doing? What questions are being asked? What are the students doing? Considerations: learning
What strategies are being applied? activities, use of educational technology, instructional
strategies, academic language development,
accommodations, modifications, UDL, grouping, etc.)

Guided Practice (We do it. How will you practice the skills, strategies or understanding as a group?
What formative assessments might you use? What evidence will you collect to determine student
understanding?)
What is the teacher doing? What questions are being asked? What are the students doing? Considerations: learning
What strategies are being applied? activities, use of educational technology, instructional
strategies, academic language development,
Teacher will hand out whiteboards and dry accommodations, modifications, UDL, grouping, etc.)
erase markers to students.

Teacher will use the popsicle sticks to partner Students are using whiteboards to write
students. answers from picture prompt.

Teacher will use the stack of cards with Students are listening for the teacher prompts
motion pictures to take a picture and place it and collaborating with their partners in
on the projector for all students to see. appropriate times.

Teacher will ask students to write what the

picture indicates is happening. Ex: hug.

Teacher will use a sample statement: “Today I

will (blank) my friend.”

Teacher will then ask the students to write

the past tense of the verb with a new color.
Ex: hugged.

Teacher will use a sample statement:

“Yesterday I (blanked) my friend.”

Teacher will then ask partners to talk about

the words written on their whiteboards and if
they are correct; why or why not?
Students will have 1 minute to discuss.

Teacher will then write proper forms on the

projector and go over with the class why
those are the answers.

Teacher will also be walking around rug area

and stopping at each area to help students
and engage with them and encourage them
when they need a little help.

Independent Practice (You do it. How will your students practice what they learned?)
What is the teacher doing? What questions are being asked? What are the students doing? Considerations: learning
What strategies are being applied? activities, use of educational technology, instructional
strategies, academic language development,
accommodations, modifications, UDL, grouping, etc.)
After 5 prompts from the teacher using the
projector students will put away their
whiteboards and dry erase markers and go
back to their desks.

Teacher will pass out a chart to each student

indicating present tense verb structures.
Students will be prompted to write the past
tense version of the word. Teacher will do the
first two with the students then they will have
10 minutes to complete the chart.

Once completed, they will hand to the teacher

to be able to exit for recess.

Teacher will access student work and give

feedback to those students who need extra
guidance. Those students will be asked to go
back and try again after verbalizing with the
teacher what the answers should be.

Lesson Closure (How will students revisit and review what they learned during the lesson, such as
paraphrase, whip around, summary paragraph, numbered heads together, sentence frames, the three
W’s of what, why and how, etc.? How might you connect this lesson to a subsequent lesson?)
What is the teacher doing? What questions are being asked? What are the students doing? Considerations: learning
What strategies are being applied? activities, use of educational technology, instructional
strategies, academic language development,
accommodations, modifications, UDL, grouping, etc.)

CONTENT EXTENSIONS (How will you challenge students who finish early? How will you meet the
needs of students who are identified as GATE or need an extra challenge?)

I would encourage students who finished early to try and write a sentence on their own
indicating something they did in the past tense. I would use a prompt such as “Yesterday, I
_____.” Or “Last week, I _____.” Those students would write the sentence on the back of their
word chart.

CONTENT INTEGRATION (How could you connect your lesson to other content areas?)

I could connect this lesson to physical education by using motion words to describe what we
are currently doing and what we did in a previous lesson.

SOURCES (Cite all sources used in planning and implementing this lesson. List sources in APA format.)
https://betterlesson.com/lesson/522197/it-s-all-in-the-past?from=cc_lesson

California Department of Education. (2013). California Common Core State Standards: English
Language Arts and Literacy.

https://www.education.com/worksheets/past-tense-verbs/

MATERIALS AND SUPPLIES NEEDED

Whiteboards
Dry erase markers
Pencils
Word chart of fill in the blank past tense verbs
Pictures of motions for teacher use to describe present and past tense verbs
Word wall of present and past tense verbs

PERSONAL TEACHING FOCUS (List the area(s) you want your university supervisor to focus on during
the observation.)

*Use this link to access the Standards across all content areas:
https://www.cde.ca.gov/be/st/ss/index.asp