Introducing the present of the verb to be
Por
channelkids
2026-01-10
Educational Project Plan: Introducing the Present of the Verb "To Be"
Project Overview
Project Name | Introducing the Present of the Verb "To Be" |
|---|---|
Grade Level | 1st Grade (Primary) |
Main Issue | Students need to learn and correctly use the verb "to be" in the present tense |
Scenario | Classroom |
Methodology | Problem-Based Learning (PBL) |
Focus on Inclusion | All activities are adapted to ensure participation of diverse learners and promote inclusive learning |
PBL Methodology Structure
Stage | Time | Activity Description | Adaptation for Inclusion |
|---|---|---|---|
Present | 10 min | Initial Reflection: Show pictures of children, animals, objects with labels (e.g., "I am happy", "It is red"). Ask: "What are these?" | Use visual aids and simple language; non-verbal responses encouraged; picture cards for diverse learners |
Collect | 10 min | Prior Knowledge: Students share what they know about the words "am", "is", "are" through gestures, drawings, or words | Multiple response modes (verbal, gestures, drawings); peer support for language learners |
Formulate | 15 min | Problem Definition: Present a story or scenario where characters are missing words "am", "is", "are" (e.g., "I _ happy", "He _ a boy"). Students identify missing words | Use storytelling and role-playing; scaffolded sentence strips; visual cues to aid understanding |
Organize | 10 min | Team Formation & Strategy Planning: Divide into small groups; assign roles (reader, builder, presenter). Provide sentence puzzles | Ensure mixed-ability groups; provide sentence strips and pictures; use flexible grouping strategies |
Build | 20 min | Strategy Execution: Students create sentences with "I am", "You are", "He/She is", "We are", "They are". Use flashcards, drawing, or acting | Include multisensory activities; support for students with language difficulties; use of gestures and facial expressions |
Verify and Analyze | 10 min | Evaluation: Present sentences; classmates and teacher give feedback; check correct use of "to be" | Use visual checklists; peer feedback; encourage self-correction; provide positive reinforcement |
Share | 10 min | Presentation & Reflection: Each group shares their sentences or mini-plays; class discusses what they learned | Use peer sharing, visual displays, and simple summaries; promote inclusive participation |
Additional Notes:
- Inclusion Strategies: Activities are designed to be multisensory, visual, and kinesthetic to accommodate diverse learning styles and abilities.
- Assessment: Continuous formative assessment through observation, participation, and simple checklists.
- Materials Needed: Pictures, sentence strips, flashcards, drawing materials, role-play props.
Summary of Key Activities
Activity | Learning Objective | Methodological Moment | Adaptation |
|---|---|---|---|
Show pictures and ask: "What are they?" | Recognize objects and persons using "am", "is", "are" | Present | Visual aids, non-verbal responses |
Fill-in-the-blank story | Identify correct form of "to be" | Collect & Formulate | Visual supports, sentence strips |
Create sentences in small groups | Use "I am", "You are", "He is" in context | Build | Multi-sensory, peer support |
Class presentations of sentences or plays | Share understanding | Share | Multiple modes of participation |
This educational project fosters active, inclusive, and meaningful learning through problem-solving, collaboration, and reflective sharing, tailored specifically to 1st-grade learners' developmental level.
