PAST OF THE VERB TO BE
Por
channelkids
2026-04-13
Educational Project Plan: PAST OF THE VERB TO BE
Academic Grade: 1st Grade (Primary)
Main Issue: Introducing the past tense of the verb to be; helping students distinguish it from the present tense using familiar vocabulary.
Scenario: Classroom
Methodology: Problem-Based Learning (PBL)
Articulating Axis: Inclusion
Table 1: PBL Phases and Activities
Phase | Time | Activities | Objectives & Adaptations | Notes |
|---|---|---|---|---|
1. Present | 10 min | Teacher poses a reflection question:<br>“Have you ever told someone what you did yesterday?”<br>Show pictures of children doing activities today versus yesterday. | Stimulate curiosity about past and present actions. Use simple language and visual aids for inclusion. | Use diverse images representing children from different backgrounds. |
2. Collect (Prior Knowledge) | 10 min | Group discussion:<br>“What words do we use to talk about now? What about yesterday?”<br>Students share familiar words like am, is, are. | Elicit students' understanding of to be in present tense. Connect to their daily language. | Use sentence strips with familiar vocabulary, visual cues, and gestures for inclusivity. |
3. Formulate (Define the Problem) | 10 min | Scenario presentation:<br>“Imagine you have a time machine. You can go back to yesterday. How would you tell someone what you were doing?”<br>Question: “How do we talk about what we were doing?” | Introduce the problem: How to talk about past actions using was and were. | Present in simple language, with examples tailored to students’ experiences. |
4. Organize (Teams & Strategies) | 10 min | Divide students into small, diverse teams.<br>Assign roles: speaker, writer, artist.<br>Provide materials: pictures, flashcards, words. | Foster collaboration, inclusion, and peer learning. | Ensure all students participate and are supported. Use visual and tactile materials. |
5. Build (Execute Strategies) | 20 min | Activity 1: Story Creation<br>Students create short stories about their yesterday, using pictures and words.<br>Activity 2: Verb Matching Game<br>Match pictures of past actions with was/were sentences. | Practice using was/were in context, connecting to vocabulary they know. | Use visual aids and sentence starters for support. Adapt for students with diverse needs. |
6. Verify and Analyze | 10 min | Classroom discussion:<br>“Can you find the was and were in your stories?”<br>Peer review: Students read their stories aloud, classmates give feedback. | Reinforce correct usage, check understanding, provide corrective feedback. | Encourage peer support, respect, and patience. Use positive reinforcement. |
7. Share (Socialize & Assess) | 10 min | Showcase:<br>Students share their stories with the class.<br>Reflective questions: “What did you learn about talking about yesterday?” | Assess comprehension, promote confidence, and celebrate learning. | Use inclusive language, ensure all students are heard, and adapt sharing methods. |
Educational Principles & Adaptations:
- Inclusion: Activities are designed to be multisensory—visuals, gestures, and oral language—to accommodate diverse learners, including those with special needs.
- Language Support: Use simplified language, visual aids, and peer support to ensure understanding.
- Active Engagement: Hands-on activities and teamwork foster motivation and participation.
- Assessment: Continuous formative assessment through peer feedback and teacher observation.
Summary of Key Activities:
Activity | Purpose | Materials | Adaptation for Inclusion |
|---|---|---|---|
Reflection question | Stimulate curiosity | Pictures, questions | Visual prompts, gestures |
Vocabulary sharing | Build prior knowledge | Sentence strips, flashcards | Visual aids, peer support |
Story creation | Practice past tense | Photos, story templates | Partner or group work, scaffolding |
Matching game | Reinforce form | Picture cards, sentence strips | Multiple modes of response |
Sharing stories | Social learning | Student stories, drawings | Supportive environment, adaptations as needed |
This comprehensive PBL-based project encourages active participation, peer collaboration, and inclusive practices, making the introduction of the past tense of to be engaging and accessible for all 1st-grade students.
