A CLT Lesson Plan on Verbs in Past Simple Tense used

in Narrating Sequence of Events

GRADE III - LOOK

8:15am - 9:30am (75 minutes)
I. OBJECTIVES

A. Main Objective
To determine the structure and function of verbs in Past Simple Tense used in narrating sequence of events.

B. Specific Objectives
At the end of the lesson the students are expected to:
1. identify time-order transition markers used when narrating sequence of events;
2. recall the definition of verbs;
3. identify the verbs used in the narrative text;
4. determine the function (use) of verbs in Past Simple Tense;
5. analyze the structure of regular and irregular verbs in Past Simple Tense;
6. express insights on the moral lesson of the story;
7. create a story with a moral lesson using time-order transitions and verbs in Past Simple Tense.

II. SUBJECT MATTER

A. Transition words used in narrating events
B. Verbs in Past Simple Tense used in narrating events
C. Learning to be grateful to what they have and helpful to others.

III. MATERIALS
A. Visual Aid A: Crossword Puzzle and Guide Pictures
B. Visual Aid B: Preparing for My Birthday adapted from Let’s Get Better in Reading’s Preparing for the Big Day by Ivy
Romano
C. Visual Aid C: Comprehension Questions
D. Visual Aid D: List of Regular and Irregular Verbs in Past Simple Tense in the narrative, Preparing for My Birthday
E. Handout 1: List of time-order transition markers https://loveenglish.org/list-of-time-order-words/
F. Handout 2: List of irregular verbs in base form and Past Simple Tense
https://www.grammar.cl/Past/Irregular_Verbs_List.htm
G. Handout 3: Exercise A: Time-order Transition Markers
H. Handout 4: Guide Questions
I. Definition of verbs from Merriam Webster https://www.merriam-webster.com/dictionary/verb

IV. PROCEDURES
A. Engage: Crossword Puzzle (5 minutes)
1. Ask three to five students what they did on their birthday last year. Repeat/reiterate their answers so the
whole class could hear.
The teacher will say this:
“A kid named Anna who is at your age celebrated her birthday last year differently. Do you want to know what
Anna did on her birthday last year? First, we need to find the missing words from the Crossword Puzzle to
unlock the full story of Anna’s birthday! Let’s do it together!”
2. Post the Crossword Puzzle Visual Aid on the board. The teacher and the students will answer the
crossword puzzle. The teacher will provide pictures showing each action word (verb) as guide as well as
clues.
VISUAL AID A
Z I S I V E D B N Y T N

V B H T S C O O K E D X

S C A K D D J T O W G Y

B A R O W M S O T E E T

S W E P T H E L P E D E

S W D P T I N C I S E U

I T X W A L K E D S T U

C V E T H O U G H T A B
 H_ _ _ ED

S_ _ _T

C_ _ _ ED

W_ _ _ ED

S_ _ _ED

T_ _ _ _ _ T

B. Expand: Task Implementation

1. Presentation (5mins)
The time-order transitions are encircled while the action words (verbs) are underlined.
 VISUAL AID B
Preparing for My Birthday

Yesterday was my birthday. It was the best so far. First thing in the morning, I 1. HELPED my mother wash the
vegetables she sells at the market. Next, I 2. SWEPT the floor of our house. Then, I watered the plants outside. After that, my
mother 3. COOKED boiled sweet potato. I jumped out of joy. I planted that sweet potato last month. She greeted me with a
happy birthday. She gave me P30.00 today. She added P10.00 because it was my birthday.

I 4. WALKED to school that day. I saved P20.00 from my allowance to put in my piggy bank. Then, I saw an old
beggar on the street looking at the sweet potato I was eating. He asked for some of my food. I agreed. I 5. SHARED half of the
sweet potato to the beggar. I wanted to help those who are in need, especially on my birthday. When I arrived at school, I
6.THOUGHT of how I helped the old man.

My father told me last year that celebrating our birthday means celebrating the gift of life. He also told me that I
should always use my life to help others. I cried because I missed my father. He went to Saudi to give us a better life. Despite
being away from us, I knew my father would be very proud of what I did today on my birthday.

1.1. Ask volunteers to complete the story with the words from the Crossword Puzzle.
1.2. Once the story is completed, the teacher will say this:
“Great job! Give yourselves a round of applause! We have successfully unlocked the
whole story!”
1.3. The teacher will read the first paragraph. The students will read the rest of the story.

2. Elicitation (10 minutes)

The teacher will ask students to answer the comprehension questions as part of the on-the-spot recitation.
For item #2, the teacher will paste on the board ready-made strips of paper with sentences showing actions that Anna
did on her birthday. The action words (verbs) are underlined.

NOTE: The teacher will repeat or reiterate answers for the whole class to hear and understand the answers and insights
given by their classmates.

VISUAL AID C
Comprehension Questions
1. What is the story all about?
2. What are the things Anna did on her birthday?
3. Which among those actions do you think is the best? Why?
4. What lesson did you learn from Anna?
5. Looking back on what you did last year on your birthday, what lessons have you learned?
6. Do you know people who are helpful and generous like Anna? Who are they?
7. Do you want to be like Anna? Why or Why not?

3. Consciousness-Raising (20 minutes)

`Identifying`Time-order Transition Markers
3.1 Ask the students to identify what Anna did first, second, third, and so on. Ask them what clues made
them realize that sequence. If it is taking time for them to point out the time-order transition markers
encircled in the story, the teacher will guide them by saying: “What have you noticed about the encircled
words?”

3.2. Let the whole class enumerate all the time-order transition markers in the story. Explain that these time-
order transition markers are used in narrating events to show order or sequence.

3.3. Point out that time-order transitions are usually found at the start of a sentence followed by a comma.
3.4. Then, give other examples of time-order transition markers (Provide Handout 1).

`` Defining Verbs and Past Simple Tense of Verbs

3.5. Next, ask the students to recall what a verb or an action word means based on the previous lesson.
“Verbs are words that show an action (sing), occurrence (develop), or state of being
(exist).”
 3.6. Point out that verbs are found after the subject or noun of the sentence. The teacher will use sentences
in the story as examples.

3.7. Explain the function of Past Simple Tense in narrating sequence of events.
“When you are narrating events, you are creating a story that is an account of a series of
actions you did once or at a point in the past. Which means, these actions are already
finished or done. When verbs or action words happened or finished at some point in the
past, it is written in Past Simple Tense. Now, let us analyze how verbs or action words in
Past Simple Tense are written!”

3.8. Analyze the form (structure) of Past Simple Tense:

a. Ask the students to identify the verbs in the story by reading them out loud. Let
them realize that all the underlined words are the verbs.
b. Post Visual Aid D on the board.
VISUAL AID D
REGULAR VERBS IRREGULAR VERBS

BASE FORM PAST SIMPLE TENSE BASE FORM PAST SIMPLE TENSE

Help Helped Sweep Swept

Water Watered Think Thought
Cook Cooked Tell Told
Plant Planted Cry Cried
Greet Greeted Go Went
Add Added
Agree Agreed
Want Wanted
Ask Asked
Arrive Arrived

3.9. Provide only two examples for Regular Verbs and Irregular Verbs found in the story.

3.10.Instruct the students to analyze how Past Simple Tense is written for regular verbs and irregular verbs.
Guide them by asking:
“What has been added to the base form? What has changed?”
3.11. After they figure out the rule for Regular Verbs, ask volunteers to complete the table.

3.12. Explain that the rule of adding -d and -ed in writing Past Simple Tense of verbs only applies to regular
verbs while irregular verbs totally change their spelling.

3.13. The teacher will complete the Irregular Verbs column if the students didn’t figure it out themselves.

3.14. Provide another list of Regular and Irregular Verbs in their Past Simple Tense as added reference
(Distribute Handout 2)

4. Recap before the enhancement exercises

4.1. Teacher: Why do we use time-order transition markers when narrating or telling stories?
Scaffold if necessary until they come up with this:
“We use time-order transition markers to show order or sequence of events.”
4.2. What are verbs in Past Simple Tense again?
Scaffold if necessary:
“Verbs in Past Simple Tense are action words that are already finished or not? Yes, they are verbs
that are already finished or done.
4.3. Teacher: What do we add at the end of regular verbs when writing Past Simple Tense?
Scaffold if necessary. Point out -d or -ed at the end of the verbs in Visual Aid D until they figure it
out.
4.4. Teacher: Do we change the spelling of irregular verbs when we write them into Past Simple Tense?
Scaffold if necessary. Point out the verbs in Visual Aid D under Irregular Verbs.

C. Enhance: Exercises
1. Controlled Practice (5 minutes)
Individual task. Ask students to quickly complete the paragraph with proper time-order transition
markers based on the given options in the box. Then ask them to encircle the action words in Past Simple
Tense. Answer the exercise together.
HANDOUT 3
 FIRST, THEN, SECOND, FINALLY

On my birthday last year, we went to the province to visit our grandparents. FIRST, we visited their small farm.
SECOND, we harvested some potatoes. THEN, my grandfather cooked the potatoes using firewood. FINALLY,
we ate the potatoes with our cousins.

2. Independent Practice (25 minutes)

Ask students to pair with their seatmate. The students will create a story about what one of them
did on his/her birthday with a moral lesson using time-order transitions and verbs in Past Simple Tense.
Guide questions will be provided. The pair with the most stars will be given a big star prepared by the
teacher.
HANDOUT 4: Guide Questions
FINISH THE STORY WITHIN 15 MINUTES. USE 10 MINUTES TO READ THE OUTPUTS OF OTHERS.

1. Within two minutes, share your best birthday celebration with your partner.
A. What activities did you do that day?
B. Why is it the best?
C. What lesson have you learned from that experience?
2. Choose whose story will be written through jack-en-poy or unanimous decision.
3. Write a two-paragraph story on a short bond paper.
4. Use time-order transition to show sequence. Underline them.
5. Encircle the verbs in Past Simple Tense used in the story.
6. Put the moral lesson of the story at the end.
7. Post your work on the Gallery Wall and read the works of others.
8. Choose one story you think is best. Put a star at the bottom of their work.
CRITERIA FOR GIVING THE STAR:
A. Time-order transition markers are used properly.
B. The verbs are written in Past Simple Tense.
C. The moral lesson is clear.

D. Synthesis (5 minutes)
If the students are having difficulty, the teacher can scaffold by providing incomplete statements that they may
complete.
1. Teacher: What does time-order transition markers do? Where are they usually found in a sentence?
Scaffold: “Time-order transition markers are used to narrate events in?...in order or sequence!”
2. Teacher: What is a verb or action word? Where is it usually found in a sentence?
Scaffold: “Verbs are usually found after the (points the subject/noun)?”
3. Teacher: What do we add when we write Past Simple Tense or actions that happened in the past?
Scaffold: “We add (points -d and -ed from the sample verbs in the story)”
4. Teacher: Okay so the rule of applying -d or -ed at the end of the verb only applies to what type of verb?
Regular or Irregular?
5. Teacher: For Irregular Verbs, what happened to them? They change their? It starts with s… spell…? Okay,
SPELLING.
6. The teacher will remind the students that they can use Handout 2 as reference to familiarize themselves with
irregular verbs.
7. Ask two to three students to share or reiterate at least two things they have learned in the lesson. The
teacher will reiterate their answers in class so everybody would hear and understand.
8. If the moral lesson/values are not mentioned, ask this:
“What lesson have you learned from Anna? When it comes to celebrating birthdays? Did she
spend a lot of money?What did she do? If you were Anna, would you also help the old beggar?
9. Reiterate the students’ answers for the wrap-up. Sample reiteration:
“You are right, kids! Always remember that it is important to be grateful for what you have! Always
say thank you to others when they help you or give you anything no matter how simple or small.
You should also help others when you can.”