Universal Lesson Plan Template – Curry Secondary Program

Lesson Topic/Lesson Length: Writing With Consistent

Name: Molly Heck
Verb Tense/ 60 minutes
Content Area: English Language Arts Grade Level(s): Grade 8
Class Context:
The context is an eighth grade Language Arts classroom during Third Block at Burley Middle School. The class is
composed of twenty-five students: ten females and fifteen males. The students were engaged in our first class novel,
The Outsiders, and are also engaged in our current short story unit. The students are generally motivated to participate
in class discussions, group work, and individual reflection on the text.

Lesson Content
Background Information/ Relevance/ Context/ Rationale (Purpose) – Please be clear about how this particular lesson is situated within
the current instructional sequence (i.e., unit), why this content important for students to learn, and how you will convey the relevance and significance of
this lesson to students.

Students have just begun writing Writer’s Eye stories, which are prose pieces that react to a work of art in the Writer’s
Eye exhibit at the Fralin Museum. After reading through their rough drafts, I noticed that students would often shift verb
tense throughout their works, although there was no need to do so. So, I decided to create a lesson on consistent verb
tense to respond to this area for growth.

I will convey the importance of consistent verb tense to students by explaining that it will allow a reader to know exactly
what the timeframe of their writing is in, as verb tense signals if an event is past, present, or future. I will also let students
know that it is acceptable to shift verb tense if one is describing an event outside of the timeframe of their writing. This
distinction will allow students to produce work that is clear and easy for a reader to follow.

Relevant VSOLs/CCSSs – Include only the standards addressed by this particular lesson

Grade 8 Writing VSOL

8.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence
structure, and paragraphing.
d) Maintain consistent verb tense across paragraphs.

Grade 8 Writing CCSS

3. Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
a) Engage and orient the reader by establishing a context and organize an event sequence that
unfolds naturally and logically.
c) Use a variety of phrases and clauses to convey sequence, signal shifts from one time frame or
setting to another, and show the relationships among experiences and events.

Learning Targets -- Please reference these learning targets throughout your lesson plan.
As a result of this lesson, students will…

U1: Understand that consistent verb tense is valuable, as it allows a reader to know when something has, is, or will
happen in order to comprehend a piece of writing.
K1: Know the three primary verb tenses: past (something that has already happened), present (something that is
happening), and future (something that will happen).
D1: Correct a piece of writing so that it maintains consistent verb tense.

1
 Universal Lesson Plan Template – Curry Secondary Program

Assessments: – How will you know if students have met/made progress towards the learning targets? Be sure these assessments are integrated
throughout the procedures and steps in the lesson outlined below.

Formative Formative
Method of assessment: Method of assessment:
Student handouts Exit Card

Description of assessment: Description of assessment:

Students will receive handouts with six
questions. These questions ask students to
fill in a black with the correct verb tense
and to make corrections to sentences so
that it features consistent verb tense.
Aligned with which Learning Target(s):
U1,K1, and D1
Criteria for assessment:
Students will have the opportunity to work
on these handouts individually. Then, they
can work with their groups to go over the
answers that they came up with. Students
should be able to identify the correct
tense of a verb to use in order to make a
sentence consistent. Or, students should
be able to express areas of confusion so
that I can clarify information as we go
through the activity.
How data will be used:
The data will be used to determine my
responses during the whole-class activity.
After the individual/ group work, students
will share out their answers to the class.
During this time, I can see where students
understand the content, or areas that they
need help with. If a question had not been
corrected properly, I will take the time to
explain the correct answer, and the
reasoning.
In this Exit Card, students will reflect on
the Ratiocination activity and writing
workshop. On a notecard, they will write
down what they noticed about their
writing styles and use of verb tense and
how the activity helped them. After a few
minutes, students will talk with their base
groups about what they learned and
noticed.
Aligned with which Learning Target(s):
U1
Criteria for assessment:
Students should be able to identify what
they noticed about their use of verb tense
in their writing styles. Also, they should be
able to explain why or why not the
Ratiocination activity was helpful for them.
How data will be used:
This information will be used to determine
if students found this ratiocination activity
helpful or not. If they do, I will use this
activity again, but to focus on a different
aspect of their writing.

Materials/ Supplies/ Sources/ Digital and Interactive Instructional Technology (if appropriate): – Please list all necessary
instructional supplies, materials, and sources. Make sure that these are clearly labeled and referenced throughout the lesson plan to enhance clarity.

 A PowerPoint presentation on consistent verb tense (Appendix 1.1)

 Handouts for student practice (Appendix 2.1)

Beginning Room Set Up: -How is the room set up when the students enter? Is there anything written on the board or projected on the screen? Are
their handouts, books, etc. that are laid out for students to pick up as they enter?

As students enter the room, they will find their journals placed on their desks. The grammar “Do Now” will be projected
onto the whiteboard. Their desks are arranged into six base groups of five, which are spread throughout the room.

2
 Universal Lesson Plan Template – Curry Secondary Program

Proactive Planning for Learning Differences: – What planned supports have you included to make the content accessible for all learners (i.e.,
groups of students and/or specific students) and to build upon learners’ diversity? Be sure any modifications are explicitly explained in the procedures/steps
outlined below.

To plan for learning differences, a PowerPoint presentation will be created for students to read and jot down notes, which will go along with the verbal
instruction that I provided. In my lesson, I will also give students a combination of individual practice, time to reflect with a group, and then a whole-
class practice and discussion on verb tense. Students will get to see and process the content in a variety of structures.

Procedures/Steps in the Lesson: -- May follow a specific model (i.e., Direct Instruction, Jigsaw) or be more open-ended. Be sure to think about
what students will be doing during each step, in addition to what you are doing. Scripting and/or estimated time frames may or may not be included, but the
plan should be clear and explicit enough that another person would be able to teach from it.

Step 1: Introduction (2 minutes)

Alright, everyone. This weekend, I had the opportunity to grade your Writer’s Eye stories. I noticed some fabulous examples
of figurative language and diction in your writing. I also noticed an area for growth: verb tense. Most of you write in the past
tense, but would sometimes switch to writing in the present tense, even if you meant to describe the past. So, I decided to
create a mini-lesson on consistent verb tense to help you all make your writing even more clear and powerful.

Step 2: Mini-Lesson on Consistent Verb Tense (10 minutes)

Use PowerPoint (Appendix 1.1)

So, who can tell me what consistent is?

*Student responds
Yes, consistent means to stay the same. What is verb tense?
*Student responds
Yes, verb tense is usually in three main forms: the past, present, and future. It lets someone know when something
happened, is happening, or will happen. In writing, verb tense is important because it lets a reader follow along with a story
and the order of events.
There are some exceptions to when it is ok to switch around the verb tense. For example, lets say I am writing a story about
my day in the present. Is it ok for me to switch to the past to describe what happened yesterday? Yes. As long as I am
describing that something is in a different time frame, it is ok to switch. What about if I am writing about something that I
will do tomorrow- is it all right to switch to the future tense? Yes. But, if I mean to describe something that is happening in
the present, but I am using the past tense, this is not correct. This is what we want to look out for, and where we want to
keep our verb tense consistent.

Step 3: Student Practice (6 minutes)

Students will receive handouts of Appendix 2.1

Awesome, now it is time for you to practice putting verbs in the correct tense, or determining what verbs need to be
changed to be consistent with the tense. Each person will get a handout to individually fill out. Then, when everyone in your
group has finished, you can go over your answers together. The group recorder will need to be prepared to come up to the
board and correct one of the question, that are on your paper. You have six minutes for this.

Step 4: Class Practice (8 minutes)

Students will make corrections to the examples projected onto the board, which are a projection of the same practice
questions found on their handouts (Appendix 1.1)

Great work, everyone. Lets go over the work that you did and make sure that we are all on the same page. Group one, you
are up. Can the recorder please come up and make the correction to the example?
*This continues throughout the six groups, with a recorder coming up and making the correction on the board, and me going
over the examples/offering explanation.

Step 5: Transition into Ratiocination Activity (5 minutes)

Nice work, everyone. Now that we have practiced using consistent verb tense, we are going to revise our Writer’s Eye pieces,
by looking for inconsistent verb tense, and then changing the verb tense to be consistent. So, I am going to explain our next

3
 Universal Lesson Plan Template – Curry Secondary Program

activity in which we will revise our writing using a fun method called “Ratiocination.” For this activity, everyone will need
two colored pencils, and a page of your Writer’s Eye pieces that you were to bring to class today.
*I hand out colored pencils to tables as students take out their Writer’s Eye papers.
Ok, now that we have all of our materials, I am going to explain the steps of Ratiocination. Although it is a complicated word,
this is a really simple and fun activity. First, you will use one of your colored pencils to highlight all of the verbs in your writing
that are in the primary verb tense of your story. Then, you will use other colored pencil to highlight verbs that are in a
different verb tense. After your paper is marked up in color, you will be able to determine if you need to revise the verb tense
of the verbs highlighted in the second color. This activity will help you make corrections to your paper, and know how to
make revisions for the rest of your stories on your own. You will have about 10 minutes of time to highlight and make
revisions.

Step 6: Ratiocination Activity (10 minutes)

Students participate in the Ratiocination activity by highlighting and then revising their work.
*I will be moving around the room during this time to answer questions and redirect attention.

Step 7: Writing Workshop (15 minutes)

Awesome work, everyone. Now that you have had time practicing with a page of your Writer’s Eye pieces, I am going to give
you time to work on your full Writer’s Eye drafts, so that they are ready to turn in by the end of the week. As you work on
writing, you can continue this ratiocination process with the rest of the story. Or, be mindful that you keep verb tense
consistent with the writing that you add in to your stories. I will be walking around the room and checking-in with you during
this workshop time. You have about fifteen minutes to write.
*Students transition into Writing Workshop
*As students write, I hand out notecards for the Exit Card (Appendix 3.1)

Step 8: Exit Card and Reflection (5 minutes)

Great job, everyone. I hope that this Writing Workshop was helpful, and that you all feel confident in your ability to use
consistent verb tense in your writing, and know when it is ok to use inconsistent verb tense. Now, it is time for an Exit Card.
In this Exit Card, you will reflect on the Ratiocination activity. On a notecard, I want you all to write down what you noticed
about your writing styles and use of verb tense. Also, write if this activity was helpful and why. After a few minutes, I will ask
you to talk with your base group about what you learned and noticed.
*After two minutes of writing time, I will ask students to reflect with their base groups

Materials Appendix (if appropriate):-Please include the slides, images, links to texts, handouts, etc. that are used in this lesson. They should be
“Student Ready”

Appendix 1.1: https://docs.google.com/presentation/d/1Qa3iUy-

ZrXm5MEZvmfdMP4I2mTHdbh0OpvgHc_MT0zc/edit?usp=sharing

Appendix 2.1: https://docs.google.com/document/d/1CT9UYF4cMlsekVabdV3EKhqFz_y-

Rln4yRyHr33IUd0/edit?usp=sharing

Appendix 3.1: Notecards for the Exit Card