ALEX Lesson Plan


Welcome to the World of Verbs

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  This lesson provided by:  
Author:Manette Kramer
System: Huntsville City
School: Challenger Middle School
  General Lesson Information  
Lesson Plan ID: 7075


Welcome to the World of Verbs


In this comprehensive study of the verb, students participate in play-acting, creative writing, word processing, and pencil-paper activities. A teacher-made slideshow presentation with student friendly Web links introduces the lesson.

 Associated Standards and Objectives 
Content Standard(s):
TC2 (6-8)
5. Use basic features of word processing, spreadsheets, databases, and presentation software.
Examples: word processing—reports, letters, brochures
spreadsheets—discovering patterns, tracking spending, creating budgets
databases—contact list of addresses and telephone numbers
presentation software—slideshow
ELA2015 (7)
36. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.7.1]
a. Demonstrate knowledge of subject-verb agreement when interrupted by a prepositional phrase, with inverted word order, with indefinite pronouns as subjects, compound subjects joined by correlative and coordinating conjunctions, and collective nouns when verb form depends on the rest of the sentence. (Alabama)
b. Explain the function of phrases and clauses in general and their function in specific sentences. [L.7.1a]
c. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. [L.7.1b]
d. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.* [L.7.1c]
ELA2015 (7)
39. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 7 reading and content, choosing flexibly from a range of strategies. [L.7.4]
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. [L.7.4a]
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). [L.7.4b]
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. [L.7.4c]
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). [L.7.4d]

Local/National Standards:


Primary Learning Objective(s):

Students will define verbs. Students will distinguish between action verbs and linking verbs. Students will list the twenty-three helping verbs. Students will compose a narrative using verbs correctly. Students will present their work using word processing software.

Additional Learning Objective(s):

 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

Brochure (see attached)

Technology Resources Needed:

Computer with Internet access, word processing software, printer, presentation software, TV with scan converter or digital projector for viewing slideshow


Students should have experience in writing a narrative and in using word processing software.

1.)Introduce verbs by showing the PowerPoint presentation (attached) to the class, using the links to introduce students to the layout of the websites.
(What Is a Verb?)
A free use site by the University of Ottawa

2.)Hand out the brochure (attached). Allow students time to complete the sentences and collect for checking.

3.)For homework, assign students to look in newspapers, magazines, or online articles for action verbs. (In class, old newspapers and highlighters work well, especially the sports section.)

4.)Return to the teacher-made PowerPoint presentation Linking Verbs slide. Have students look at the tree and discuss the objects on it. Emphasize that some words can be either action or linking verbs depending on their use in the sentence. Have students create sentences on the board illustrating such verbs.

5.)To emphasize helping verbs, in the computer lab (or using classroom computers) allow students to use the websites listed in the PowerPoint. Be sure students read the story and point out to the students the hint about learning the helping verbs.
(The Wide World of Verbs)
Made by a gifted resource class, the site offers a good review and quizzes.

6.)Instruct the students to write a narrative about one of the following topics: an embarrassing moment, a quarrel with a friend, an attempt to imitate someone older than oneself, a first baby-sitting assignment, a scheme for making some money, an unexpected visitor.

7.)Remind students to follow a narrative plan: time, place, people, action, personal reaction, a beginning, a middle, and an end.

8.)Allow students time to transfer their handwritten papers to computer. Show them how to highlight their use of verbs in color: red for action, green for helping verbs, yellow for linking verbs.

9.)Allow class time for students to share their narratives with classmates.

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Assessment Strategies

Teacher-made rubric from




Additional work in the textbook will be assigned.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.