Project Name

Feedback About the Present of the Verb to be and Basic Vocabulary

Grade

1st Grade (Primary)

Main Issue/Problem

Students will revisit and reinforce their understanding of the verb to be (am, is, are) and basic vocabulary through engaging, inclusive activities, promoting participation from all students.

Scenario

Classroom environment, inclusive space where every student feels valued and encouraged to participate.

Methodology

Problem-Based Learning (PBL) with an emphasis on inclusion

Present

10 minutes

Question to Reflect:<br>“What do you know about the words am, is, are? Can you think of sentences using these words?”

• Use pictures and gestures to activate prior knowledge.
• Encourage all students to share their ideas, including those with communication difficulties, by using alternative means (pictures, sign language, or peer support).
• Use inclusive language and visual aids.

Collect

10 minutes

Brainstorming & Sharing:<br>Students share vocabulary related to themselves and others (e.g., I am happy, He is funny, They are friends).

• Use a class chart with pictures representing "I," "He," "She," "They."
• Allow students to contribute using words, gestures, or pictures.
• Pay attention to diversity and include students with different learning needs.

Formulate

10 minutes

Problem Definition:<br>“Our goal is to create a simple poster or story that shows sentences with to be and basic vocabulary. How can we do that?”

• Guide students to understand the task.
• Use inclusive language to ensure all students understand and participate.
• Define the activity as a team effort.

Organize

10 minutes

• Divide the class into small diverse teams (3-4 students).
• Assign roles (e.g., writer, illustrator, speaker).
• Plan how to create their poster/story.

• Ensure teams include students with different abilities.
• Use visual organizers and checklists to guide planning.
• Encourage peer support and collaboration.

Build

20 minutes

• Each team creates their poster/story with sentences using am, is, are, and vocabularies.
• Students draw pictures and write simple sentences.
• Teachers circulate, providing support and encouragement.

• Adapt tasks for students with special needs (e.g., verbal support, simplified sentences).
• Use multisensory materials (colors, textures).
• Foster inclusive participation.

Verify & Analyze

10 minutes

• Teams present their work to the class.
• Classmates give positive feedback.
• Teacher evaluates understanding with simple questions (“Is this sentence correct? Why?”).

• Use visual cues and gestures for responses.
• Highlight inclusive practices, ensuring every student is recognized.
• Encourage peer praise and constructive comments.

Share

10 minutes

• Discuss what was learned.
• Students share what they enjoyed or found challenging.
• Display posters/storybooks around the classroom.

• Use inclusive language.
• Include students with diverse communication styles.
• Celebrate everyone's efforts with stickers or applause.