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Educational Project Plan: BASIC VERBS IN PRESENT AND PAST
Grade: 3rd Grade (Primary)
Main Issue: Students will identify and work with basic verbs in present and past tense.
Scenario: School
Methodology: Service-Learning (with a focus on Inclusion)
1. Stage 1: Starting Point (Sensitization)
Time | Activities | Objectives | Description | Adaptations for Level |
|---|---|---|---|---|
30 minutes | Class discussion and story reading | Sensitize students about actions and time | Read a simple story involving daily school activities (e.g., "My School Day") emphasizing verbs like "go," "play," "write," "read." Discuss the actions and when they happen. | Use visuals and gestures for better understanding. Use simple language. |
15 minutes | Brainstorming | Connect prior knowledge | Ask students: "What do you do at school today? Yesterday?" Write their answers on the board, highlighting present and past actions. | Use pictures and encourage participation from all students, ensuring inclusion. |
2. Stage 2: What I Know and What I Want to Know
Time | Activities | Objectives | Description | Adaptations for Level |
|---|---|---|---|---|
20 minutes | KWL Chart Activity | Assess prior knowledge and set learning goals | Students share verbs they know in present tense; then, what they want to learn about past tense. Fill out KWL chart as a class. | Use visual aids and simple language to ensure comprehension. Encourage students with diverse abilities to participate. |
15 minutes | Group discussion | Identify needs | In small groups, discuss questions like: "How do we change verbs from present to past?" | Use peer support and visual cues to facilitate understanding. |
3. Stage 3: Planning the Solidarity Service
Time | Activities | Objectives | Description | Adaptations for Level |
|---|---|---|---|---|
30 minutes | Design a "Verb Action Poster" | Collaboratively create learning materials | Students plan and create posters illustrating common verbs in present and past tense (e.g., "run" / "ran," "play" / "played"). Include pictures and simple sentences. | Ensure all students contribute. Use large visuals and assistive devices if needed. |
15 minutes | Resource organization | Prepare materials for the activity | Gather pictures, drawings, and craft supplies for poster making. | Use accessible materials and provide options for different abilities. |
4. Stage 4: Executing the Service
Time | Activities | Objectives | Description | Adaptations for Level |
|---|---|---|---|---|
45 minutes | Poster creation and presentation | Reinforce understanding and inclusivity | Students work in pairs or groups to make their posters. They then present their posters to classmates, saying the verbs in present and past tense. | Pair students with diverse abilities. Use visual and auditory supports. |
30 minutes | Community sharing | Extend learning beyond classroom | Invite other classes or parents to view the posters. Students explain the verbs and their meanings, emphasizing inclusion. | Use simple language, gestures, and visual aids during presentations. |
5. Stage 5: Sharing, Reflection, and Evaluation
Time | Activities | Objectives | Description | Adaptations for Level |
|---|---|---|---|---|
20 minutes | Reflection circle | Encourage self-awareness and inclusion | Students share what they learned, what was easy or difficult, and how they felt working together. | Use visual prompts and allow students to express in different ways (drawing, speaking, gestures). |
20 minutes | Feedback and assessment | Measure learning outcomes | Use a simple worksheet with pictures asking students to identify verbs in present and past (e.g., "What is this? (run / ran)"). Observe participation. | Provide assistance and alternative formats for students with special needs. |
Summary of Methodology Structure and Adaptations
Methodology Stage | Time | Activities | Inclusion Strategies |
|---|---|---|---|
Stage 1: Sensitization | 45 min | Story reading, Brainstorming | Visual aids, gestures, simple language |
Stage 2: Knowledge & Needs | 35 min | KWL Chart, Group discussion | Peer support, visual cues, inclusive participation |
Stage 3: Planning | 45 min | Poster design, Resource gathering | Assistive tools, diverse contribution options |
Stage 4: Service Execution | 75 min | Poster creation, Presentations | Pairing diverse students, visual and auditory supports |
Stage 5: Reflection & Evaluation | 40 min | Sharing, Worksheets | Multiple expression methods, visual prompts |
Final Notes
- The project promotes inclusion by ensuring all students participate meaningfully.
- Activities are age-appropriate, engaging, and foster teamwork.
- The focus on verbs in present and past tense supports language development aligned with their cognitive level.
- The community engagement element (sharing posters) extends learning beyond the classroom, fostering social responsibility and inclusion.
End of Educational Project Plan
