Grade V Two-Week Lesson Plan: Verbs and Tenses

Two-Week Lesson Plan: Verbs and Tenses

Grade: V

Subject: English

Duration: 2 Weeks (10 Lessons, 40–45 minutes each)

Context: Indian NCERT Curriculum, adaptable for rural/urban classrooms

Overview

The NCERT Class 5 English curriculum (e.g., Marigold textbook) emphasizes basic grammar, including verbs and tenses, to enhance speaking, reading, and writing skills. Grade V students are expected to understand verbs as action words and use simple present, past, and future tenses in sentences. This lesson plan builds on students’ prior knowledge of basic verbs (e.g., run, eat) and introduces tense formation, regular/irregular verbs, and their application in daily life. It uses hands-on activities, low-cost materials, and culturally relevant examples (e.g., farming, festivals) to engage students, particularly in rural Indian settings. Each lesson includes objectives, activities, resources, assessments, and integrates spelling and vocabulary to align with your focus on language development.

Week 1: Understanding Verbs and Simple Present Tense

Day 1: Introduction to Verbs

Objective: Identify verbs as action words and use them in sentences.
Vocabulary: Verb, action, sentence, present, tense.
Materials: Chalkboard/slate, flashcards (drawn or written), paper, pencils.
Activities:

  1. Warm-Up (5 min): Play “Action Charades”: Students act out actions (e.g., jump, eat) without speaking; others guess the verb. Ask, “What are these actions called?” (Verbs).
  2. Discussion (10 min): Explain verbs as words showing actions (e.g., run, sing) or states (e.g., is, are). Write examples: “Ravi runs. Meena eats.” Relate to daily life: “What do you do in the morning?” (Brush, walk).
  3. Activity: Verb Hunt (15 min): Students list 5 verbs from a short story (e.g., Marigold chapter) or describe their day (e.g., wake, eat, study). Write 3 sentences using verbs and spell “verb” on slates.
  4. Wrap-Up (10 min): Quiz: “Is ‘book’ a verb?” (No). Play a spelling game: Teacher says “tense,” students write it.
    Assessment: Check sentences for correct verb use and spelling. Observe charades participation.
    Homework: Write 5 sentences about daily actions (e.g., “I play cricket.”) and spell “verb” 3 times.

Day 2: Simple Present Tense

Objective: Use simple present tense for habits and facts.
Vocabulary: Simple present, habit, fact, subject.
Materials: Chart with verb conjugations, slates, chalk, local objects (e.g., mango, fan).
Activities:

  1. Warm-Up (5 min): Ask, “What do you do every day?” List responses (e.g., eat, sleep).
  2. Explanation (10 min): Introduce simple present tense: used for habits (e.g., “I walk to school”) and facts (e.g., “The sun rises”). Show conjugation: I/You/We/They + verb (walk); He/She/It + verb + s (walks). Use examples: “Ravi plays. Meena sings.”
  3. Activity: Sentence Building (15 min): Students create 5 sentences in simple present using objects (e.g., “The fan spins.”). Pair up to check verb forms and spell “present.”
  4. Wrap-Up (10 min): Quiz: “What is ‘She runs’ in simple present?” (Correct). Discuss: “Why add ‘s’ for he/she?”
    Assessment: Check sentences for correct tense and spelling. Observe pair activity participation.
    Homework: Write 5 simple present sentences about family (e.g., “My mother cooks.”) and spell “tense.”

Day 3: Regular Verbs in Simple Present

Objective: Form simple present tense with regular verbs, focusing on spelling rules.
Vocabulary: Regular verb, spelling rule, consonant.
Materials: Flashcards with verbs (e.g., walk, study), slates, paper.
Activities:

  1. Warm-Up (5 min): Play “Verb Relay”: Teams write a regular verb (e.g., jump, talk) on the board.
  2. Explanation (10 min): Explain regular verbs follow patterns: add “s” (walk → walks), “es” for verbs ending in s/sh/ch/x/z (watch → watches), or “ies” for consonant + y (study → studies). Write examples: “I dance. He dances.”
  3. Activity: Verb Transformation (15 min): Students convert 5 verbs to simple present for he/she (e.g., play → plays, brush → brushes). Write 3 sentences and spell “regular.”
  4. Wrap-Up (10 min): Quiz: “What is ‘study’ for she?” (Studies). Practice spelling “spelling.”
    Assessment: Check verb forms and sentences for accuracy and spelling. Observe relay participation.
    Homework: Write 5 sentences with regular verbs in simple present (e.g., “She watches TV.”) and spell “verb.”

Day 4: Irregular Verbs in Simple Present

Objective: Use irregular verbs in simple present tense (e.g., have, go).
Vocabulary: Irregular verb, exception.
Materials: Chart with irregular verbs (have, go, do), slates, pencils.
Activities:

  1. Warm-Up (5 min): Ask, “What verbs don’t follow the ‘s’ rule?” (e.g., have → has).
  2. Explanation (10 min): Introduce irregular verbs: have (has), go (goes), do (does). Show in sentences: “I have a book. She has a pen.” Emphasize they are exceptions.
  3. Activity: Sentence Match (15 min): Students match 5 irregular verbs to sentences (e.g., “He __ to school” → goes). Write 3 sentences using have/go/do and spell “irregular.”
  4. Wrap-Up (10 min): Quiz: “What is ‘do’ for he?” (Does). Discuss: “Why is ‘has’ different?”
    Assessment: Check sentence matches and spelling. Observe participation in discussions.
    Homework: Write 5 sentences with irregular verbs (e.g., “She goes to the market.”) and spell “exception.”

Day 5: Review and Application

Objective: Consolidate simple present tense and apply verbs in real-life contexts.
Vocabulary: Review all words from Days 1–4, plus “context.”
Materials: Chalkboard, slates, paper, local items (e.g., vegetables, books).
Activities:

  1. Warm-Up (5 min): Play “Verb Simon Says” (e.g., “Simon says jump”).
  2. Review Discussion (10 min): Recap verbs and simple present: regular (add s/es/ies), irregular (e.g., has, goes). Write examples on board.
  3. Activity: Village Life Sentences (15 min): Students write 5 sentences about daily life in simple present (e.g., “My father farms. She sells vegetables.”). Include 2 regular, 2 irregular verbs. Spell “context.”
  4. Wrap-Up (10 min): Spelling bee with 5 words (e.g., verb, present, irregular). Discuss homework.
    Assessment: Check sentences for tense accuracy and spelling. Observe spelling bee performance.
    Homework: Prepare for a quiz on verbs and simple present (study vocabulary and forms).

Week 2: Simple Past and Simple Future Tenses

Day 6: Simple Past Tense (Regular Verbs)

Objective: Form and use simple past tense with regular verbs.
Vocabulary: Simple past, regular, ending.
Materials: Flashcards with verbs (e.g., walk, play), slates, chart.
Activities:

  1. Warm-Up (5 min): Ask, “What did you do yesterday?” List verbs (e.g., played, walked).
  2. Explanation (10 min): Introduce simple past for actions completed: add “ed” to regular verbs (walk → walked, play → played). Show spelling rules: add “d” for e-ending verbs (dance → danced), “ied” for consonant + y (study → studied). Examples: “I walked to school.”
  3. Activity: Past Tense Story (15 min): Students write 5 sentences about yesterday using regular verbs (e.g., “I cleaned the house.”). Draw one action and spell “past.”
  4. Wrap-Up (10 min): Quiz: “What is ‘talk’ in past tense?” (Talked). Practice spelling “ending.”
    Assessment: Check sentences and drawings for accuracy and spelling. Observe participation.
    Homework: Write 5 simple past sentences (e.g., “She danced at the fair.”) and spell “regular.”

Day 7: Simple Past Tense (Irregular Verbs)

Objective: Use irregular verbs in simple past tense (e.g., go, eat).
Vocabulary: Irregular, past form.
Materials: Chart with irregular verbs (go → went, eat → ate), slates, pencils.
Activities:

  1. Warm-Up (5 min): Ask, “What did you eat yesterday?” Highlight irregular verbs (ate, drank).
  2. Explanation (10 min): Explain irregular verbs have unique past forms (e.g., go → went, see → saw). List common verbs: eat → ate, come → came. Show in sentences: “I saw a bird.”
  3. Activity: Verb Pairs (15 min): Students match 5 irregular verbs to past forms (e.g., run → ran). Write 3 sentences (e.g., “He ran to school.”) and spell “irregular.”
  4. Wrap-Up (10 min): Quiz: “What is ‘come’ in past tense?” (Came). Discuss: “Why is ‘went’ different?”
    Assessment: Check matches and sentences for accuracy and spelling. Observe participation.
    Homework: Write 5 sentences with irregular past verbs (e.g., “I ate rice.”) and spell “form.”

Day 8: Simple Future Tense

Objective: Form and use simple future tense for planned or predicted actions.
Vocabulary: Simple future, will, prediction.
Materials: Chart with examples, slates, paper, local items (e.g., seeds, kite).
Activities:

  1. Warm-Up (5 min): Ask, “What will you do tomorrow?” List responses (e.g., study, play).
  2. Explanation (10 min): Introduce simple future: “will” + verb (e.g., “I will read.”). Use for plans (“She will visit.”) or predictions (“It will rain.”). Show examples: “We will plant seeds.”
  3. Activity: Future Plans (15 min): Students write 5 sentences about tomorrow or festivals (e.g., “I will light diyas for Diwali.”). Draw one plan and spell “future.”
  4. Wrap-Up (10 min): Quiz: “What is ‘I will sing’ in future tense?” (Correct). Practice spelling “will.”
    Assessment: Check sentences and drawings for accuracy and spelling. Observe participation.
    Homework: Write 5 simple future sentences (e.g., “We will play cricket.”) and spell “prediction.”

Day 9: Mixed Tenses and Applications

Objective: Differentiate and use present, past, and future tenses in context.
Vocabulary: Review all words, plus “mixed.”
Materials: Chalkboard, slates, paper, local story (e.g., Marigold chapter).
Activities:

  1. Warm-Up (5 min): Play “Tense Tag”: Teacher says a sentence (e.g., “I ate”), students say “Past!”
  2. Discussion (10 min): Recap tenses: present (now/habits), past (completed), future (planned). Show mixed sentences: “I play now. I played yesterday. I will play tomorrow.”
  3. Activity: Tense Story (15 min): Students write a short story (5 sentences) using all 3 tenses (e.g., “I walk to school. Yesterday, I ran. Tomorrow, I will cycle.”). Spell “mixed.”
  4. Wrap-Up (10 min): Spelling relay: Teams write “present,” “past,” “future.” Discuss homework.
    Assessment: Check stories for tense accuracy and spelling. Observe relay performance.
    Homework: Prepare for a quiz on all tenses (study vocabulary and forms).

Day 10: Review and Assessment

Objective: Assess understanding of verbs and tenses and consolidate learning.
Vocabulary: All words from Weeks 1–2.
Materials: Chalkboard, quiz papers, slates, pencils.
Activities:

  1. Warm-Up (5 min): Play “Verb Bingo” (teacher calls verbs/tenses, students mark on a grid).
  2. Review Game (10 min): Teams answer questions (e.g., “What is ‘run’ in past tense?”) and spell a word (e.g., “tense”).
  3. Final Quiz (20 min): Written quiz with 3 sections:
    • Identify: Circle verbs in 5 sentences.
    • Fill-in: Complete sentences with correct tense (e.g., “She ___ yesterday” → ran).
    • Write: Write 3 sentences (one per tense).
    • Spelling: Write 5 words (e.g., verb, present, irregular).
  4. Wrap-Up (10 min): Discuss quiz answers. Students share one sentence in each tense.
    Assessment: Grade quizzes for accuracy and spelling. Evaluate game participation.
    Homework: Write a paragraph (5 sentences) about a festival using all 3 tenses and spell 2 words.

Key Features

  • Alignment with NCERT: Covers Class 5 English grammar (e.g., Marigold units on verbs, tenses) with focus on simple present, past, and future.
  • Rural Accessibility: Uses low-cost materials (slates, chalk, local objects) and oral activities for resource-constrained settings.
  • Language Integration: Reinforces spelling and vocabulary (e.g., “verb,” “tense,” “irregular”) through games and writing, addressing your queries on language and spelling.
  • Cultural Relevance: Uses Indian contexts (e.g., Diwali, farming, markets) to make examples relatable.
  • Hands-On Learning: Includes charades, role-plays, and sentence-building to engage diverse learners.
  • Assessment Variety: Combines formative (sentences, participation) and summative (quiz) assessments.

Notes for Teachers

  • Adapt for Rural Settings: Use mother tongue (e.g., Hindi, Tamil) for explanations in rural areas, transitioning to English terms. If paper is scarce, use slates or dirt for writing.
  • Support Multilingual Learners: Start with familiar verbs in the mother tongue (e.g., “chalna” in Hindi for “walk”) to build confidence.
  • Address Gender Equity: Ensure girls participate in activities, using group work to overcome cultural barriers in villages.
  • Time Management: Adjust activity duration for large classes. Skip flashcards if unavailable, using oral examples instead.
  • Error Correction: Encourage learning from mistakes (e.g., “plays” vs. “playes”) with positive feedback, especially for rural students who may fear errors.