Lesson 5 : Using Verbs Objective I can use regular and irregular verbs correctly. Procedure 1. Verb discovery activity. 2. Students are instructed to bring some type of reading material (book or magazine) with them to class. 3. Students already know what do in sentences. Now students need to see all the different ways that verbs are used. Teacher will need to define “verb phrase” and give an example. Students may also need a brief review of what types of words can be verbs. 4. Students will make a list of verb phrases that is found in their reading material. Students should come up with at least fifteen verbs/ verb phrases. Remind them that the goal is to come up with a variety of verb forms. 5. Group students into pairs. Students must then group their verb phrases in a way that they seem Similar. 6. Discuss why students chose the words from each group. Teacher will explain the types of verb groups to the class. Eventually students will be given this chart. Students will also discuss when it is appropriate to use each of the forms. Form/ Tense Word ending number Regular Example Irregular example Base (infinitive) (present tense, first or second person) Does not change plural (to) Eat Present 3rd person -s singular laughs Eats Past tense -ed Singular or plural Laughed Ate present participle -ing laughing Eating Past participle -en laughed terms to discuss: Linking verb, auxiliary verb, gerund phrase. Assessment Formative: allow students to look for more verbs for each type to add to the list. Complete the activity below. Summative: Students will be given two verbs (irregular and regular) and will have to use each correctly in a sentences that use each form (infinitive, present 3rd person, past tense, present participle, past participle, gerund phrase)
3 2 1 0 Adverbs/ adjectives Uses plenty of descriptive adverbs and adjectives without overloading the paper with them. Uses too many adverbs and adjectives, that overload the paper Uses many adverbs and adjectives, but some are too vague or general Uses zero to few adverbs and adjectives conjunctions Correctly uses both subordinating and coordinating conjunctions to link phrases and clauses. Attempts to use both coordinating and subordinating conjunctions, but may err slightly: eg in a way that creates a fragment. Uses either subordinating or coordinating conjunctions correctly to link phrases and clauses. Neither type of conjunctions is used pronouns Appropriately uses pronouns. All pronouns use have clear antecedents Uses pronouns when needed less than 3 errors or unclear references Uses some pronouns, but there are 3 or more errors/ unclear references No pronouns used, or many more need to be included. Prepositional phrases Uses prepositional phrases correctly with clear objects and references Uses pp, but 1-2 may have an unclear object or reference Uses some pp, but 3 or more have unclear objects or references No prepositions are used, or they are used incorrectly nouns Uses multiple precise nouns Uses many nouns, but could be more precise in noun choices, Uses some precise nouns Few nouns are used. Sentences All sentences have a subject and predicate. Varied sentence structures are used. 1-2 sentences are missing a subject or predicate. 3-5 sentences are missing a subject or a predicate. More than five sentences are missing a subject or a predicate Format Uses at least three paragraphs that are 5 sentences long. Uses two paragraphs that are at least five sentences long. Does not use paragraphs, but contains plenty of information Does not use paragraphs. Very little effort has been made. Total /21
Explanation: the ball received the action of the verb hit. It is only a direct object if the verb it follows is an action verb. Find it by asking “What did he hit?” Object Complement: renames or describes the direct object. Example: Mrs. Fitch named her daughter Maybrie. Explanation: Here “daughter” is the direct object because that is what Mrs. Fitch named. “Maybrie” is the object compliment because it tells us the name of Mrs. Fitch’s daughter. Find this by asking “Mrs. Fitch name her daughter what?” Indirect object: Tells us for or to whom or what the action is directed. Example: I gave Chase a pony for his birthday. Explanation: Chase is who received the pony. Subject complement: follows a linking verb such as “is” Example: I am Explanation: is a subject complement because it is linked to the subject “I” by the linking verb was. “tired” is an adjective that gives us more information about the subject “I.” Don't use subject pronouns as direct objects. The below contains subject and object pronouns. Because direct objects are objects, always use the objective form of the pronoun when you need a direct object. Subject Pronouns Object Pronouns I we you he, she, it they who me us you him, her, it them whom Objects and Complements Quiz 16 points Part I Directions: Match the underlined part of the sentence to the correct letter on the right.
Pass out the second paragraph. This is another race. the group will have to piece the paragraph together. Once they have done this, they are given an additional sentence, which they must then place in the paragraph. 6. Discuss the effect on the paragraph. Pay attention to the role of each sentence in the paragraph. 7. Switch gears and ask students to come up with a list of things that come to mind when they hear the term “popular culture.” Write their answers on the board. 8. Assessment: Choose a topic from our culture list and create a web about that topic Write one well constructed paragraph that describes or explains your topic. 3 2 1 0 Central Idea Central idea is clear and easily distinguished from the rest of the paragraph Central idea is a bit vague, but meaning is still distinguishable. There are possibly two main ideas in the paragraph. Paragraph has no central idea at all Organization Sentences are related and organized in a way that is easy for the reader to follow. Sentences are related, but somewhat difficult for the reader to follow Some sentences seem unrelated to the topic Sentences are unrelated Content At least three supporting details have a clear purpose and supports the central idea. At least two supporting details support the central idea At one supporting detail is used to support the main idea No details used to support main idea Transitions/ Connections Sentences smoothly transition from one to the next. Some rocky sentence transition Sentences have little relationship to each other. Sentences are disconnected Mechanics/ Grammar 0-1 error in mechanics that does not affect the sentences’ clarity 2-4 errors in mechanics that slightly effects the sentences’ clarity 5-9 errors that interfere with sentence clarity 10+ errors in what has been covered in .