“Be” Lesson Plan

Topic: “Be” Verbs: Is, was, are, were Grade Level: 1st BYU-I Student Name: Leah Jones

Lesson Type: Performance Level: Group Size:

# in a series New Material Below On x Above Whole x Small Individual
Isolated
Re-teaching Review

CCSS: L.1.1 E Use verbs to convey a sense of past, present, and future.

Objective/s:
- Students will be able to pick the correct form of the verb “be” when given a sentence with two options.

Assessment Plan:
- Students will get in pairs to choose the correct form of “be” in 2 different sentences.

Key vocabulary terms and definitions:

- be verbs = is, was, were, are
- past= something that happened before
- present= right now
- is = when talking about one thing, in present tense
- was = when talking about one thing, in past tense
- are = when talking about multiple things, in present tense
- were = when talking about multiple things, in past tense

Materials:
- 4 papers with “is, are, were, was” written one on each

Technology Integration:
- Powerpoint

Differentiation/Accommodations:
- Ensure that there is enough room between tables that Cash can move to the different locations with the labeled
forms of “be”.
Extend Support
- When assessing, students will be in partnerships, so if one student is uncertain, their partner can assist.

Management

Behavioral Expectations: Transitions: Fast Finishers:

Students will raise their hands to I will ring the bell to gather the students to the The last activity is a group activity, so there
answer questions, unless I kiva. After the 4 choices activity, I will dismiss the will be no fast finishers.
gesture for a group response. students area by area back to the kiva.
Students will sit quietly and
participate.

Attention Signal (Regain Material Management: Grouping

Student Focus) When children are cleaning up from the last Students will all be together during the
Back in 3,2,1… activity, I will place the labels around the room. lesson, except for the last two sentences, in
Eyes on me which the students will be in partnerships.

Sequence of Lesson

Time What the teacher is doing What the students are doing

2 Orientation (Anticipatory Set, Attention Grabber, Hook) Children will be watching. They will help
March, then jazz hands. me come up with the sentences.
Ask the children what I was doing. Ask them what I am doing.
Write on the board:
Ms. Jones WAS marching.
Ms. Jones IS doing jazz hands.

30 Activate Prior Knowledge Children will answer the question.

seconds Ask if anyone knows/ remembers the different forms of the verb “be”. Pull
slides 1 and two up.
5 Input & Modeling (Sequential step-by-step instruction)
‘I do, We do, You do’ model.
I. I do - Introduce the forms of “be” we will be discussing today. I will
explain powerpoint slides 3-10.
II. We do - We read the example sentences together.
III. You do - I call on one student to tell me the difference between the
two in slides 11 and 12.

Check for understanding (Needed throughout the lesson Students will answer questions regarding
procedures, not just at this point, but also after guided practice.) the correct form of “be” and why it is
I will ask questions throughout the lesson that require group responses or correct.
singular responses.

5 Guided practice: Children will read the sentences with

“The donkey is/are dancing in the flowers.” me. Children will pick the correct form
“The alligators was/were eating lunch.” of the word “be” in a group response, I
will explain why.
The bobcats was/were singing.
The llama is/ are a fan of chocolate.
Students will read the sentence with
I will ask one person why they think it is the one they chose.
me. They will stand by the area with the
paper that has the correct form of “be”
written on it.

1 Closure/Summary: Children answer the questions.

When/why would you use the word “is”?
When/why would you use the word “was”?
When/why would you use the word “are”?
 When/why would you use the word “were”?

2 Independent practice: Children will be in groups of two and

The llama is/ are a fan of chocolate. discuss the answer to each other. When
The camels was/were sitting on a log. they are done discussing, we will have a
After each sentence, ask WHY it is one and not the other. group response, and someone will explain
why.

To be collected:
None
BE
 Be

● Is
● Was
● Are
● Were
 Be

● Is = Fluffy is outside.
● Was
● Are
● Were
 Be

● Is = Fluffy is outside.
● Was = Fluffy was inside.
● Are
● Were
 Be

● Is = Fluffy is outside.
● Was = Fluffy was inside.
● Are = We are learning about the verb be.
● Were
 Be

● Is = Fluffy is outside.
● Was = Fluffy was inside.
● Are = We are learning about the verb be.
● Were = Last week we were learning about
synonyms.
 Be

● Is = one person, right now

● Was
● Are
● Were
 Be

● Is = one person, right now

● Was = one person, in the past
● Are
● Were
 Be

● Is = one person, right now

● Was = one person, in the past
● Are = more than one person, right now
● Were
 Be

● Is = one person, right now

● Was = one person, in the past
● Are = more than one person, right now
● Were = more than one person, in the past
 The anteater is calling his mom.
The anteater was calling his mom.
 The flamingos are playing with yo-yo’s.
The flamingos were playing with yo-yo’s.
The donkey is/ are dancing in the flowers.
The alligators was/ were eating lunch.
The groundhogs is/ are sleepy.
The bobcats was/ were singing.
The llama is/ are a fan of chocolate.
The camels was/ were sitting on a
log.