Helping Verbs. Helping Verbs

Grade 4: Module 2: Unit 3: Lesson 14.2 Helping Verbs GRADE 4: MODULE 2 UNIT 3: LESSON 14.2

Lesson 1 Learning Targets

I can use helping/linking verbs to convey various conditions. (ELAGSE4L1c)

Ongoing Assessment

• Students will use helping and linking verbs correctly while writing and be able to identify such verbs.

Agenda Teaching Notes

1. Opening • For guided practice, use sheet RACE to Respond for note taking. A. Unpacking the Learning Targets (2 minutes) • See Template in additional resources, RACE to Respond, for handout. B. Engage the Writer (10 minutes) 2. Work Time A. Introduction (5 minutes) B. Model (I Do) (5 minutes) C. Guided Practice (We Do) 3. Closing and Assessment A. Debrief (5 minutes) B. Exit Ticket (You Do) (5 minutes)

Lesson Vocabulary Materials

Verbs, helping, linking • Helping Verbs Anchor Chart

Opening Meeting Students’ Needs

A. Unpacking the Learning Targets (2 minutes) • Helping Verbs Poster is attached in  Share the learning target: “I can use helping/linking verbs to convey various conditions.” appendix.  Talk with students about the importance of learning about helping and linking verbs. B. Engage the Writer  Teacher will model singing the Helping Verbs song with the tune of Jingle Bells.  Students will sing with the teacher after listening to the tune.

Work Time Meeting Students’ Needs

A. Introduction • Assess what students already know about verbs by asking them if they know what a verb is. Explain the importance of verbs in a sentence and the skills students will be learning in this lesson (i.e., the ability to identify action, state-of-being, and helping verbs). • Write the aim questions on the chalkboard and explain to students that the lesson will focus on answering these questions. • Conduct a whole-class interactive read-aloud of Kites Sail High: A Book About Verbs by Ruth Heller. This strategy involves reading the text aloud and posing questions during the reading to involve the entire class in the learning process. Use the guided questions that you prepared in advance of the lesson to stimulate a class discussion. By responding to your guided questions, students are able to share their knowledge with one another. They can also begin to develop answers to the aim questions. • As you are reading, you are also thinking aloud, allowing students to share in your thought process. Highlight the role of the verb in a sentence. In this text, verbs are printed in bold type, thus making it easier to identify and classify them. Focus specifically on the sections that deal with action, state-of-being, and helping verbs. • Continue to ask and accept questions from students during and after the interactive read-aloud. This will enable you to conduct ongoing assessment of their comprehension

B. Model (I Do)

• Display a few of your collected sentences showing examples of action verbs, state-of being or linking verbs, and helping verbs. • Explain where you found these sentences and why you chose them. Point out the different kinds of verbs in the sentences you collected. • Encourage students to start collecting sentences from magazines, comics, newspapers, ads, headlines, etc. Students can gather their collected sentences in their writing notebooks or folders. • Refer to the examples of action, state-of being, and helping verbs in Ruth Heller's book. Summarize for students how to identify these verbs in a sentence. • Ask and accept questions about the different kinds of verbs that you have been examining in this lesson. This will enable you to conduct ongoing assessment of students' comprehension.

C. Guided Practice (We Do) Teacher may choose where students record their answer.

• Ask students to work in pairs to identify and circle the verb in each sentence. Ask them to also classify the kind of verb in Teacher will offer assistance to any each sentence, and encourage them to discuss their reasoning with their partner. student needing guidance. • Gather students together to discuss the verbs they’ve collected.

Closing and Assessment Meeting Students’ Needs

A. Debrief • • Ask students to summarize what they have learned during the lesson. In addition, ask them higher-order thinking questions to assess their understanding of verbs.

B. Exit Ticket (You Do) • Question stem : How will you use what you have learned in this lesson to write better sentences?

Helping Verbs (Tune of Jingle Bells) Helping verbs. Helping verbs. There are 23. Am, is, are, was, and were. Being, been, and be Oh! Has, have, had, Do, does, did. Shall, will, should, and would, There are 5 more helping verbs: May, might, must, can, could!