Molloy College

Division of Education

Student Nicole Faele Professor: Rickey Moroney

Course EDU 527 Date: June 6, 2018
Grade:3 Topic: Verb Tenses Content Area: ELA/ TESOL

Instructional Objective
Following a Brain Pop video and participating in a class discussion on different ways to express
the future tense, students will use ideas from the video to develop a paragraph written in the
future tense called “Choose Your Future” using I will or going to at least 3 times within the
paragraph. Students should score at least a 3 on a 4- point teacher made rubric.

Key Concept: Students will write each sentence within the paragraph in the future tense.

CCLS / +NYS STANDARDS AND INDICATORS

NYSCCLS.L3.1 Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
NYSCCLS.L3.1E Form and use the simple (e.g., I walked; I walk; I will walk).

•This will be evident when students write a paragraph in the future tense about the job they
would like in the future.

ISTE Standards
Empowered Learner 1C- Students use technology to seek feedback that informs and improves
their practice and to demonstrate their learning in a variety of ways

•This will be evident when students complete their exit ticket on their iPads. Students will
choose the correct verb that puts the sentence into the future tense.

4. Critical Thinking, Problem Solving, and Decision Making- Plan and manage activities to
develop a solution or complete a project
© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11
Revised 8/7/13
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•This will be evident when students create their paragraphs on their future career choice.

MOTIVATION
What is one thing you will do to make today great? Each student will get a colorful Post-It Note.
On the board, an anchor chart will be displayed saying “Today I will…” What is one thing you
will do to make today great? Students will use the sentence starter, “Today I will…”, and write
something they will do to make it a good day. Without realization, students will be using the
future tense. As a group, we will read aloud the different Post-It notes to inspire the rest of the
lesson and day.
MATERIALS
• SMART Board
• iPads
• Brain Pop Video
• Pencil/ markers/ crayons
• What Will You Be When You Grow Up activity sheet
• Exit ticket (completed on the iPads)
• Sentence Strips
• Anchor Chart
• Post- It Notes

STRATEGIES
•Turn and Talk- This will be evident when students are asked to talk with their shoulder
partner to brainstorm different verbs we can put into the future tense
• Cooperative Learning- This will be evident when students are group both homogeneously and
heterogeneously for various learning tasks.
•Brainstorming- This will be seen when students are asked to share their ideas about the future
tense.
• Scaffolded Writing Tasks: This will be evident in English language learners writing as it can
contain assistance from sentence starters, or word boxes to assist the student in writing.

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language
 ADAPTATIONS
• English language learners will have the option to use Reading Pens to assist in the What Will I
Be When I Grow Up activity sheet.
• iPads will be used for all students but will be effective for English language learners to
complete their exit ticket (visuals will be given).
• The student who is an English language learner will be provided with content-specific
vocabulary words prior to the lesson.
• English language learners will be given wait time to answer and complete questions.

DIFFERENTIATION OF INSTRUCTION
Content:
• Students will be provided with visuals that represent the written example, allowing students to
participate in the lesson
• Visual aids will be provided to the English language learner for multiple activities throughout
the lesson, entering and transitioning students will be given a visual representation of the writing
activity and exit ticket.
• English language learners who are in learning levels entering- emerging can use a dictionary
via the internet to uncover any unknown words throughout the exit ticket.
• English language learners will receive peer-supported learning within activities to provide
language and support content.

Process:
• Cooperative learning tasks will be provided to support English language learners to meet
objectives of the lesson.
• The Brain Pop video is aimed towards language learners, where it speaks slowly, clearly, and
provides visuals for the students.
• The students will be working in heterogeneous groups to support diverse learning. English
language learners will receive peer-support of proficient English speakers through group
discussion and the motivation activities.
• While completing the writing task, English language learners will be group homogenously
based upon their English language proficiency level for guided support.
© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11
Revised 8/7/13
*edTPA academic language
• Entering and emerging students will receive sentence starts to assist with their writing.

Product:
• Entering and emerging students will have the option to express their future goals through
pictures. Language learners will use the sentence starter “When I grow up I will be a…”.
Students will be allowed to use the computer to find pictures to express the career they would
like to peruse. Students will need to label the picture with the correct English words to gain the
vocabulary in the language. Students will be graded on a teacher made rubric. Students will work
closely with the teacher.
• Transitioning students will complete the future tense paragraph writing with the option of using
sentence starters. Students are responsible for making sure the sentence start is in the correct
place and the student is fully completing the rest of the sentence. Students will be graded on a
teacher made rubric. Students will work closely with the teacher.

DEVELOPMENTAL PROCEDURES
• To begin the lesson, students will brainstorm the meaning of the future tense. (What is the
future tense? When do we use the future tense? Can you give an example of the future tense?).
• Students will learn that we use the future tense when we talk about something that has not
happened yet. As a group the class will brainstorm different ways to express the future
(tomorrow, next week/ year).
• Students will watch a Brain Pop video called “Review the Future Tense”. Students will be
grouped in heterogeneous groups to note how they knew the characters in the video were talking
in the future tense. (Which words show that they are speaking in the future tense?).
• After the video, the students will use their notes taken from the video in a group discussion of
how to express the future tense. On chart paper students will record the different ways the future
tense was expressed within the video (tonight, next time, tomorrow, next week).
• Students will learn that when using the future tense, we will be using I will or going to, to
express their statements in the future tense.
• In their groups, students will be given a sentence strip to come up with a sentence that is shown
in the future tense. Students will be encouraged to use the list of words that were seen throughout

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language
the video. Students will be asked to highlight the words that make that puts the verb into the
future tense.
• Next, students will be given an activity sheet with a number of different careers and
occupations called “Choose Your Future”. Students will circle a career of their choice. If the
option is not there, students can write in their future career.
• Students will be writing a paragraph on their future job choice. Students will need to include at
least 5 sentences that are written in the future tense.
• Students will look at the view a sample paragraph on the SMART Board. Students will be
asked to come up and circle the words that put the sentences into the future tense.
• Students will be given time to write their paragraphs. When students complete their writing
they will use their iPads or computers to search for a picture to represent their future job.
• Once the writing is complete, students will use their iPads to complete a quick exit ticket to
assure students learning in the future tense. Students will use the link
https://www.education.com/exercise/future-tense-verbs-3/ and choose the correct verb that puts
the sentence in the future tense. If students need assistance they can choose the hint button.

ASSESSMENT
Formative Assessment: Students will be informally assessed on their abilities to work
cooperatively and through participation throughout the lesson. Students exit ticket will be used as
an informal assessment to gain an understanding of which students understand the future tense
and which do not.

Summative Assessment: Student’s essays will be graded on a teacher-created rubric. Students

will be assessed on using the future tense and not switching between sentence within the
paragraph. Rubrics will be designed for the specific learning needs of the students.

INDEPENDENT PRACTICE
Following the lesson on the future tense, students will complete a future tense fill in the blank
activity that is located on the class Verb Tense Website under chapter 3 for homework.

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language
 FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC
ENRICHMENT
Direct Teacher Intervention: The teacher and student will work closely together to develop a
paragraph using the future tense through a different topic What do you want to do this summer?
The student will be retaught the steps of using the future tense.

Academic Enrichment: Students will use their iPads to play a game reviewing all the tenses that
were covered through this unit (past, present, and future).

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language
 TEACHER REFERENCES

Balzafiore, A., Faele, N., Surdo, A. (2018, June 13). Past, Present, and Future. Weebly. Retrieved
from https://pastpresentandfutre.weebly.com/lesson-1.html

Future Tense Verbs 3. (2018). Future tense verbs 3. Education.com. Retrieved from
https://www.education.com/exercise/future-tense-verbs-3/

Honigsfeld, A., & Dove, M. G. (2013). Common core for the not-so-common learner, grades
6-12: English language arts strategies. Thousand Oaks, CA: Corwin.

Review the Future Tense. (2018). Review the future tense. Brain Pop. Retrieved from
https://ell.brainpop.com/level2/unit6/lesson3/

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language
 © Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11
Revised 8/7/13
*edTPA academic language
Name: ___________________________________________________________________

Choose Your Future

Directions: Write a 5 sentence paragraph about what you want to be when you grow up. Write
the paragraph in the future tense. Insert a picture of your career on the bottom on your writing.

Remember: Use I will and going to in your sentences

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
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Name: ___________________________________________________________________

Choose Your Future

Direction: Circle a career choice that interests you.

Other Career Choice: __________

© Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language