UDL Lesson
Plan
Title: Irregular Verbs in the Past Tense
Author: Tracy Nichols
Subject: Language Arts
Grade Level: 2nd grade
Common Core Standard(s): CCSS.ELA-LITERACY.L.2.1.D
Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
Lesson Goals: Students will be able to produce sentences containing irregular
verbs in the past tense.
Lesson Materials: Smart Board, Copy of poem to display on
Smart Board, Writing journals, Individual marker boards and markers, Hard copy
of the poem for each student, highlighters, Past Tense Verbs practice video
Instructional
Lesson Methods and Assessment
Anticipatory
Set
1. I will begin by
asking the students to think about what they know about changing verbs from the
present tense to the past tense. I will
write a verb (play) on the white board at the front of the classroom. I will ask the students to write the past
tense of the word on their individual white boards and then hold them up to
show them to me. If students do not
write the verb correctly in the past tense I will ask them to chat with a buddy
next to them and try again. After all of
the students have written the word correctly in the past tense I will ask
students to help me come up with a sentence with the word play in it (i.e. I
play at recess), and then a sentence that uses the past tense of the word
play-played (i.e. I played at recess yesterday).
2. I will repeat the
process using another word (walk) if I feel that I need to, based on whether or
not any of the students had trouble changing the first word from present to
past tense.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
3.1
Provide
or activate background knowledge
|
5.3
Provide
ways to scaffold practice and performance
|
7.2
Enhance
relevance, value, and authenticity
|
I
will activate students’ background knowledge by asking them about changing
regular verbs from present tense to past tense.
|
I will
allow students to chat with a buddy if they are unable to come up with the
correct past tense of a word on their own.
|
By
creating sentences with the verbs in both tenses students will see why it is
relevant to be able to change tenses of verbs.
|
Introduce
and Model New Knowledge
1. I will then write
another verb on the white board: eat. I
will ask students if we can make this verb past tense in the same way. I will add an –ed to the end of the word to
show students what it would look like.
When the students confirm that this is not the way to make the verb past
tense I will tell them that verbs that cannot be changed to past tense by
adding –ed are called irregular verbs.
2. I will then ask students
to try to change the tense of this verb, I will ask them to write it on their
individual marker boards; I will tell the students that this is a new skill
that we are learning and it is okay if they are not sure how to change the verb
into the past tense, but I do want them to think about it and try. I will then
ask the students to help me think of a sentence with the word eat in it (i.e. I
eat lunch). I will write the sentence
that we come up with on the board. I
will then create a sentence for the past tense of the verb based on the first
sentence that we come up with (i.e. I ____ lunch yesterday). I will give the students another chance to
try to come up with the past tense of the verb and write it on their individual
white boards.
3. I will continue
this process with another verb: sing. I
will allow students to try again to give me the past tense of the verb. I will also ask students to help me come up with
a sentence for both tenses of the verb.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
3.4
Support
memory and transfer
|
6.1
Guide
effective goal setting
|
7.3
Reduce
threats and distractions
|
I
will support the students in developing understanding and committing it to
memory by teaching them to transfer what they already know about creating the
past tense of verbs with their everyday conversation (i.e. I ate lunch
yesterday).
|
By
telling students that it is okay if they do not already know how to change
these verbs from present tense to past tense, that is what we are going to
learn today, I am guiding them to set a goal for their learning.
|
By
allowing students to write their answers on their white boards to show me
instead of calling out answers it reduces the threat that a student feels of
getting a wrong answer and also reduces the distraction of other students’
answers.
|
Guided
Practice
1. I
will pass out a copy of the poem, What Did You Do Yesterday?, to each student and instruct the students to
get their highlighters out to use.
What Did You Do Yesterday?
What did you do?
What did you do yesterday?
What did you do yesterday?
I woke up (woke, woke, woke)
I ate my breakfast (ate, ate, ate)
I drank my milk (drank, drank, drank)
And then I went to school.
I ate my breakfast (ate, ate, ate)
I drank my milk (drank, drank, drank)
And then I went to school.
What did you do?
What did you do yesterday?
I sang a song (sang, sang, sang)
I swam in the pool (swam, swam, swam)
I had lots of fun (had, had, had)
And then I came back home.
I swam in the pool (swam, swam, swam)
I had lots of fun (had, had, had)
And then I came back home.
What did you do?
What did you do yesterday?
I rode my bike (rode, rode, rode)
I did my homework (did, did, did)
I put on my pajamas (put, put, put)
And then I slept all night.
I did my homework (did, did, did)
I put on my pajamas (put, put, put)
And then I slept all night.
- See more at: http://www.eslkidstuff.com/blog/songs/what-did-you-do-yesterday-past-irregular-verbs#sthash.tzYSeEah.BGJ5B9eJ.dpbs
2. I will
project the poem, What Did You Do Yesterday?, onto the Smart Board.
3. We will
read the poem through together.
4. I will then ask students to point out the past
tense verbs in the poem; I will allow students volunteers to come up to the
Smart Board and underline the verbs that are in the past tense. Students will
highlight the verbs on their own copies of the poem.
What
Did You Do Yesterday?
What did you do?
What did you do yesterday?
What did you do yesterday?
I woke up (woke,
woke, woke)
I ate my
breakfast (ate, ate, ate)
I drank my
milk (drank, drank, drank)
And then I
went to school.
What did you do?
What did you do yesterday?
What did you do yesterday?
I sang a song (sang,
sang, sang)
I swam in
the pool (swam, swam, swam)
I had lots
of fun (had, had, had)
And then I came back home.
What did you do?
What did you do yesterday?
What did you do yesterday?
I rode my bike (rode,
rode, rode)
I did my homework (did, did, did)
I put on my pajamas (put, put, put)
And then I slept all night.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
3.2
Highlight
critical features, big ideas, and relationships
|
4.2
Provide
varied ways to interact with materials
|
9.3
Develop
self-assessment and reflection
|
We
will be underlining on the Smart Board while students highlight their own
copy of the poem, but that will be pointing out the critical features that we
are working with.
|
Students
will be interacting with the Smart Board and with their hardcopies and
highlighters at their desks.
|
Students
will be able to check their own work at their desks by matching it with the
copy that is being underlined on the Smart Board.
|
Independent
Practice
1. I will now instruct
students to turn their copies of the poem over and use the back to write on for
the next part of the activity.
2. Next I will write a
sentence in the present tense on the white board: She drinks milk.
3. I will instruct
students to change my sentence into the past tense and write it down on their
papers.
4. After the students
have written their answers I will call on a student volunteer to share out
their answer.
5. I will repeat this
process a few more times until I feel like the students are successful in their
attempts.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
1.2
Provide alternatives for auditory
information
1.3
Provide alternatives for visual
information
|
4.1
Provide
varied ways to respond
|
8.3
Foster
collaboration and communication
|
I
will write the sentence on the white board.
I will also say the sentence aloud so that the students receive the
information through both visual and auditory means.
|
Throughout
the lesson the students have been offered various ways to respond to what
they are learning. They have written
words on marker boards, underlined words on the Smart Board, and highlighted
words on their paper. The students are
now responding in another new way, by writing entire sentences, on their
papers, that they have created by changing the tense of the verb.
|
Students
will be called on to share out their sentences that they have written.
|
Wrap-up
1. I will ask students
to help me review what we have learned today.
I will guide the discussion with questions if the students do not offer
all of the information.
Key points that I am
looking for:
·
We talked about
irregular verbs
·
You cannot change the
tense of irregular verbs by adding –ed
·
We can now change
regular and irregular verbs from present tense to past tense
·
We can create entire
sentences using the past tense of verbs
I will show the students the video for practicing past tense verbs. I will pause the video after each present tense verb is introduced and I will have the students practice coming up with the past tense of that verb.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
3.3
Guide
information processing
|
6.4
Enhance
capacity for monitoring progress
|
8.1
Heighten
salience of goals and objectives
|
I
will ask questions and guide the discussion to make sure that the students
realize all of the things that we have covered in the lesson that they can
successfully do now that they could not do before.
|
By
asking the students to verbalize what they have learned I am teaching them
metacognitive skills. They are
learning to monitor their own progress and learning.
|
By
reviewing what we have learned students will realize the quality of the goals
that we established at the beginning of the lesson.
|
Assessment
1. I will
instruct students to get out their writing journals.
2. I will
tell students that I want them to write two sentences in their writing journals
using irregular verbs in the past tense. They may use any two verbs that they want as long as they are
irregular, and at this time they are not allowed to look at any of the words or
sentences that they have written up to this point.
3. I will
not leave any past tense verbs written on the white board or the Smart
Board. I will write a short list of
irregular verbs in the present tense on the white board to help prompt students
that need the help, but I will not write any sentences written in the present
tense. I will also encourage students to
come up with their own verbs that are not on the list that I write, if they are
able.
4. I will
have students turn their writing journals in and I will check that the student
wrote two sentences that use correct past tenses of irregular verbs.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
3.4
Support
memory and transfer
|
5.3
Provide
ways to scaffold practice and performance
|
8.2
Vary
levels of challenge and support
|
Students
will have to rely on their memories of what we have learned in this lesson
and transfer that knowledge to complete this assessment.
|
By
providing a short list of present tense irregular verbs I will be providing
support for students who are not yet able to recall irregular verbs on their
own. By encouraging students to use
other verbs that are not on the list I will be able to see which students are
still needing the added scaffolding and that will help me to make decisions
about further instruction on this topic.
|
The
varying levels of challenge and support will be whether or not the student
chooses to use one or two of the verbs on the short list that I provide to
change into the past tense.
|
Rubric
UDL
Assignment Rubric
Evaluation
Areas
|
Exceeds
Expectations
A
|
Meets
Expectations
B
|
Does Not Meet
C
|
Points
|
25-23 points
|
22 -20 points
|
19- less
|
||
Multiple
Means of Representation
|
Project incorporates at least 6 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates at least 4 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates 2 or less elements
from this area of the UDL framework
(checklist
partially filled out)
|
/25
|
Multiple
Means of Action and Expression
|
Project incorporates at least 6 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates at least 4 elements from this area of the UDL framework
|
Project incorporates 2 or less elements
from this area of the UDL framework
(checklist
partially filled out)
|
/25
|
Multiple
Means of Engagement
|
Project incorporates at least 6 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates at least 4 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates 2 or less elements
from this area of the UDL framework
(checklist
partially filled out)
|
/25
|
15-14
|
13-12
|
11-
|
||
Multimedia Elements
|
Project contains a wide variety of
graphic design elements: embedded videos, pictures, hyperlinks, clip art,
etc.
|
Project contains a few graphic design elements: embedded videos,
pictures, hyperlinks, clip art, etc.
|
Project contains a variety of graphic
design elements: embedded videos, pictures, hyperlinks, clip art, etc.
|
/15
|
10-9
|
8
|
7
|
||
Presentation
|
Overall editing is accurate and
presentation is effective (spelling, grammar, punctuation,
formatting, font, text size,
esthetics, etc)
|
Some basic editing and presentation mistakes
(spelling, grammar,
punctuation, formatting, font, text
size, esthetics, etc)
|
Several editing and presentation mistakes
|
/10
|
Overall Total Points
|
/100
|
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Brain Network
|
UDL Principle
|
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Recognition Networks
“What”
 |
I. Multiple Means of Representation
ensures that the Recognition
networks of students are supported
Specific
UDL Accommodations (1.1 – 3.4)
|
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Strategic
Networks
“How”
|
II.
Multiple Means of Action and Expression ensures
that
the Strategic networks of students are supported
Specific UDL Accommodations (4.1 – 6.4)
|
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Affective Networks
“Why”
|
III. Multiple Means of Engagement
ensures that the
Affective networks of students are
supported
Specific UDL Accommodations (7.1 – 9.3)
|
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