Lesson Plan 3: Subject-Verb Agreement

I know that my classroom of students will be a make-up of diverse learners.  Therefore, I will give my students an opportunity to have an opportunity to artistically and physically develop their own device for learning and building understanding of subject verb agreement knowledge. 

Subject/Grade Level: English Language Arts / 4th grade

Lesson Plan# 3: Subject-Verb Agreement Spinning Mad Lib

Objectives: The students will learn how to create sentences using pronouns, forms of be verbs, and regular verbs.  The students will create an artistic device to guide their learning and understanding. 

TEKS: §110.15. English Language Arts and Reading, Grade 4, (b.20.A.i. &ii. & C.) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:

(A)  use and understand the function of the following parts of speech in the context of reading, writing, and speaking:

(i)  verbs (irregular verbs);

(ii)  nouns (singular/plural, common/proper);

(C)  use complete simple and compound sentences with correct subject-verb agreement.


3 different sized circle patterns

Construction paper and Scissors

Markers, Pens, Pencils

1 Brad per student


Introduction/Modeling/Guided Practice/Independent Practice/Assessment

  1. On the dry erase board the teacher will write a column of pronouns as the students list the pronouns from their seats. 
  2. Using a second column the teacher will ask for more student responses as she fills another labeled column of be verbs. 
  3. The teacher will select eight students, one at a time, to go to the dry erase board and draw lines to link the appropriate pronoun to the correct form of be verb.
  4. Simultaneously, the teacher will write a list of her their hobbies and activities they do with others. 
  5. The teacher will demonstrate to the students how to create a sentence using the three columns:  Pronouns, Be Verb, and Verb. Example: I was sewing. We were bar-b-queuing.  They are fishing.  She swims.
  6. The teacher will show the students a sample of the Subject-Verb Agreement Spinning Mad Lib.  This is a device made of three different sized circles, spatially placed in layers from smallest to largest circle.  The layers of the device are linked together by a brad in the center.  The layers rotate to form sentences. 
  7. The students will choose 3 different colors of construction paper.  Using 3 different sized stencil patterns the students will trace one size per construction sheet.  The students will take turns with the stencils.  The students will cut out each circle.  The students will layer the circles smallest to large and poke a brad through the 3 layers while equally spacing the outer edges.
  8. The students will use pencils to spatially arrange pronouns on the smallest circle.  The students will write the pronouns:  I, you, she/he, we, they, and it.  As the teacher assesses the students circle she will confirm their word placement, then she will instruct the student to write over the word with a dark colored marker. 
  9. On the second circle the students will spatially arrange and write be verbs and a blank space (___).  The students will write the eight forms of be verbs:  am, are, is, was, were, been, being, and be.  Again the teacher will assess and decide if the student can write over words with a dark colored marker.
  10. For the remaining large circle student will—first, create a list of their favorite activities and secondly spatially arrange those verbs on the outermost circle.  Lastly, the teacher will confirm the words are verbs and are spatially arranged.  The student will write over these words with a darker marker. 
  11. The students will rotate the layers of their Subject-Verb Agreement Spinning Mad Lib to properly arrange sentences with their elbow partner.
  12. On notebook paper they will write the sentences they have produced and their elbow partner’s sentence.
  13. The teacher will have student conferences with each individual student at their desk.  The teacher will ask the student to read their sentences.  The student will create another sentence variation on their device and read it aloud to the teacher.  The student will document this sentence on their piece of notebook paper.    
  14. The teacher will praise the student for their efforts and continue conferencing with the sequential students. 

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