ALEX Learning Activity

  

That's Irregular

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Marcus Jackson
System:Chickasaw City
School:Chickasaw City Elementary School
  General Activity Information  
Activity ID: 2438
Title:
That's Irregular
Digital Tool/Resource:
Irregular Verbs
Web Address – URL:
Overview:

The students will learn how to use irregular verbs in everyday speaking, listening, and writing. The students will use the digital tool in order to listen for irregular verbs and use them in the present and past tense.

This activity results from the ALEX Resource Development Summit.

  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2021 (2021)
Grade: 3
36. Demonstrate knowledge of the rules of standard English grammar including punctuation, capitalization, sentence formation, and spelling appropriate for third grade.

a. Use articles a, an, and the correctly.

b. Identify the role of a noun, verb, adjective, adverb, pronoun, preposition, and conjunction within a sentence and explain the type of the information it conveys.

c. Form plural nouns, verbs, and possessives, including irregular plural nouns and verbs.

d. Use simple abbreviations, including days of the week, months of the year, titles, units of metric and customary measurement, street names, and state names.
Unpacked Content
Teacher Vocabulary:
36.
  • Demonstrate
  • Knowledge
  • Rules of standard English grammar
  • Punctuation
  • Capitalization
  • Sentence formation
  • Spelling
36a.
  • Articles
36b.
  • Identify
  • Role
  • Noun
  • Verb
  • Adjective
  • Adverb
  • Pronoun
  • Preposition
  • Conjunction
  • Information
  • Conveys
36c.
  • Form
  • Plural noun
  • Plural verb
  • Plural possessives
  • Irregular plural nouns
  • Irregular plural verbs
36d.
  • Simple abbreviations
Knowledge:
36. Students know:
  • Standard English grammar and spelling conventions.
  • Punctuation marks and their appropriate usage.
  • Capitalization rules for standard English.
  • Complete sentences have a subject and predicate and end with an ending punctuation mark.
36a.
  • The articles a, an, and the come before a noun to show if it's specific or general.
  • The is used to refer to specific or particular nouns.
  • A and an are used to refer to a non-specific, general noun.
  • A is generally used before nouns that start with a consonant sound.
  • An is generally used before nouns that start with a vowel sound.
36b.
  • There are different types of words within a sentence, and each word provides a particular type of information.
  • The role of a noun, verb, adjective, adverb, pronoun, preposition, and conjunction within a sentence.
36c.
  • A plural shows there is more than one of something.
  • An -s or -es suffix is added to the end of regular nouns and verbs for subject-verb agreement and to form plurals.
  • Possessives show ownership and an apostrophe is used in the formation of possessives.
  • A plural possessive is used when a plural noun has ownership, or possession, of something.
  • Some nouns and verbs do not follow the regular pattern when forming a plural.
36d.
  • An abbreviation is a shortened version of a whole word and it will usually have a period at the end of the shortened version.
Skills:
36. Students are able to:
  • Demonstrate knowledge of the rules of standard English grammar.
  • Use appropriate punctuation.
  • Use correct capitalization.
  • Form sentences correctly.
  • Spell third grade level words correctly.
36a.
  • Correctly use the articles a, an, and the in writing.
36b.
  • Identify a noun, verb, adjective, adverb, pronoun, preposition, and conjunction in a sentence.
  • Explain the type of information nouns, verbs, adjectives, adverbs, pronouns, prepositions, and conjunctions provides in a sentence.
36c.
  • Form plural nouns, verbs, and possessives in writing.
  • Form irregular nouns and verbs in writing.
36d.
  • Form correct abbreviations for days of the week, months of the year, titles, units of metric and customary measurement, street names, and state names in writing.
Understanding:
36. Students understand that:
  • There are rules to forming grammatically correct sentences in standard English.
  • When writing, they must use punctuation correctly, capitalize appropriate words, form complete sentences with subject-verb agreement, and spell the words that are appropriate for third graders.
36a.
  • Articles are a part of speech that can come before a noun to indicate if the noun is specific (Bring me the book) or general (Bring me a book.)
  • A is usually used before nouns that start with a consonant sound, while an is usually used before words that start with a vowel sound.
36b.
  • Each word in a sentence plays an important role in conveying meaning.
  • A noun names a person, place, thing, or idea and tells who or what the sentence is about.
  • A verb expresses an action or a state of being and tells what the noun is doing.
  • An adjective describes a noun or a pronoun and tells attributes of the noun.
  • An adverb describes a verb, adjective, or adverb, and provides more description about another word in the sentence.
  • A pronoun can be used in place of a noun.
  • A preposition is placed before a noun or pronoun to create a prepositional phrase that modifies (changes the meaning of) another word in the sentence.
  • A conjunction joins words, phrases, or clauses and indicates the relationship between the joined units; there are coordinating conjunctions and subordinating conjunctions.
36c.
  • There are standard English grammar conventions to make nouns, verbs, and possessives plural, and following these conventions helps make their writing clear.
  • Some nouns and verbs do not form plurals in a regular way.
36d.
  • Abbreviations can be used in place of whole words when writing.
Learning Objectives:

I can use irregular verbs and sequence words in writing.

  Strategies, Preparations and Variations  
Phase:
Before/Engage
Activity:

  1. The teacher will show the youtube video on the most common irregular verbs. Click on the link: Irregular verb

  2. The teacher will explain irregular verbs-A verb in which the past tense is not formed by adding the usual -ed ending. The teacher will give examples of irregular verbs: take/took/taken, say/said, make/made, feel/felt, tell/told, sing/sang/sung.
  3. The teacher will model for the students how to use irregular verbs in a sentence (For example, I will tell/told you about my life.  I took/take/taken a bath last night. I feel/felt tired, last night, after eating dinner.)
  4. The teacher will explain the present tense (what’s happening now) and past tense (what happened yesterday or last week, last month, etc.). Make a t-chart on the whiteboard and head the top of the t-chart present tense and past tense.
  5. The teacher will continue to model how to use irregular verbs in the present tense and past tense. For example: (Present tense) I would like to buy a snack.  (Past tense)I bought a snack yesterday. (Present) I fell on the floor. (Past) I have fallen off the stool. Place the verb under the correct heading of the t-chart.
  6. The teacher will model for the students how to make a t-chart (the t-chart will be used for displaying irregular verbs). Ask the students to design the t-chart inside their Language Arts writing journals or on drawing/butcher paper.
  7. Ask the students to label one side of the t-chart present tense and the other side past tense.
  8. Write the following verbs on the whiteboard: went, come, told, felt, become, left, keep
  9. Ask the students: I spoke softly while walking in line. Please speak to your neighbor about the lesson.
  10. Ask the students which word would go underneath the heading for present tense and which word would go underneath the heading of past tense. Continue guided practice with the other irregular verbs.
  11. Show the video on irregular verbs and allow the students to use some of the irregular verbs by placing the correct form of the verb in the correct column.
Assessment Strategies:

The teacher will check for understanding as the students place their chosen irregular verbs into the correct column.


Advanced Preparation:

The teacher should familiarize themselves with the irregular verbs.

Variation Tips (optional):

The students can use words from the t-chart to write a story using the irregular words.

Notes or Recommendations (optional):

The teacher may use this resource as an introduction to teaching irregular verbs and Tier 1 and Tier 2 vocabulary words in whole group or small group.

  Keywords and Search Tags  
Keywords and Search Tags: irregular verbs