INSTRUCTIONAL PROJECT 4: SAMPLE LESSON PLAN

Date: 3/27/2019
Teacher: Zumrut Dede
Lesson Plan Type: Direct Instruction and cooperative learning
Subject: English Language / Grammar
Topic: Gerunds, Participles, Infinitives
Time: 60 minutes
TEKS objectives: L.8.1a , “ Explain the function of verbals (gerunds, participles, infinitives) in
general and their function in particular sentences.”

Lesson objectives:
1.students will be able to identify the verbal types “gerunds”, “participles”, and “infinitives”.
2. students will be able to differentiate gerunds, participles and infinitives.
3. students will be able to construct sentences using each type of verbal.

Materials:
Copies of a short paragraph for each student

Board and markers

Projector and computer

A4 size blank paper cut in half (according to number of groups)

Copies of assignment worksheet

Key words: verbal, gerund, participle, infinitive

Introduction:10 minutes
 Remind students that verbs are the words that describe actions, states or occurrences. Give
a few examples such as walk, write and think and ask them to add some more examples.
 Then handout the paragraph copies and explain that you want them to underline all the
verbs they can find in one minute.
 After they finish it give them another minute to cross out the verbs that used to describe
the action of the subject. When they finish ask them to be volunteer to read out the verbs
they found. While they are reading, write a few of them on the board.
 Explain that they are all verbs but not all of them are used to describe actions. Some of
them function as nouns, some function as adjectives and these are called “verbals”.

Instructional Activities and Procedures

Instruction: 15 minutes
 After introducing the topic, display the power point and provide the explanation in detail. Pause
and clarify the students when they have questions.

 Here is the copy of the PowerPoint:

Guided Practice: 10 minutes
 After the explanation of the topic provide practice time for the students.
 Invite any of them to be volunteer to come to the board. Give a verb such as “smile” and ask to
write a sentence with a gerund, participle or infinitive form of this verb. Then ask the class to figure
out the form he/she used and clarify if necessary.
 Repeat the activity with a few more students depending on the time.
Independent Practice: 15 minutes

 Form groups of three to have a group competition. Handout 10 pieces of sheet for each
group and tell them there will be 10 questions and they will use one sheet for each
question. They will have 30 seconds for each question .One speaker can be chosen for each
group or they can read out their group response in turns.
 After setting everything, start the competition and record the results. The winner team can
get extra credits or some other rewards.

Modifications/Differentiated Instruction

 In introduction, rather than giving a written paragraph a few sentences can be read out
and students respond orally depending on the timing.
 In guided practice, the activity can be done all orally, but students enjoy writing or playing
on the board.
 In group competition at least one more advanced student can be assigned for each group
and number of students in groups can be more in crowded classes.
 For the weak students, simpler sentences for each type of verbal can be written on the
board so they can use them as a guide.
 For the stronger students, an additional worksheet with a more complicated task can be
given as assignment.

Closure: 10 minutes
 At the end of the competition ask each group to share one or two sentences (depending on
the number of groups) of what they have learned with the class. Encourage them not to
repeat what the previous group/s have shared already.
 Help them with corrections or clarifications and complete revising the topic before giving
the assignment sheets.

Evaluation (Formative and/or Summative Assessment):

 While students studying the short paragraph, the teacher will move around and follow if
they have any difficulty with verbs as background knowledge.
 During the guided practice students will be observed to see if they are using the verbal
types properly or not.
 Students will share their understanding of the topic with their classmates.
 The group competition results will be graded, and the assignment worksheet will be given
to evaluate the performance of the students.
 Copy of the reading paragraph for Introduction:

Answers:

(The ones left out are normal verbs that describe actions. The ones in red like bored, walking, to
look …etc. are verbs too but they do not function as describing actions. They are called verbals.)
Copy of group competition questions and answers:
Copy of assignment worksheet with the additional page for advanced
students and the answers:
Resources:

1. https://betterlesson.com/lesson/560030/gerunds-participles-infinitives?from=search
(lesson plan)

2. https://www.proprofs.com/quiz-school/story.php?title=varbals-quiz

3. http://www.troup.org/userfiles/929/My%20Files/ELA/MS%20ELA/8th%20ELA/Unit%201/Identif
ying%20Verbals%20Practice%20Packet.pdf?id=13897

4. www.ldsd.org/cms/lib/PA09000083/Centricity/.../Verbals%20Quiz%20Review.pptx

5. http://www.jccsskc.edu.hk/english/Common_Mistakes/Infinitive,Gerund,Participle.doc