Elementary Level: Sight Words (Set 1: the, and, is, in, it)
Mid Level: Verbs and Their Tenses (Present, Past, Future)
High Level: Writing Paragraphs (Structure and Unity)

Elementary Level (Kinder to Grade 2)

Subject: Sight Words (Set 1: the, and, is, in, it)

Standards Alignment (Common Core State Standards – CCSS)

• CCSS.ELA-LITERACY.RF.1.3.G: Recognize and read grade-appropriate irregularly spelled words.
• CCSS.ELA-LITERACY.RF.1.3.B: Decode regularly spelled one-syllable words.
• CCSS.ELA-LITERACY.L.1.2.D: Use conventional spelling for words with common spelling patterns.

Lesson Objectives

By the end of this lesson, students will be able to:

1. Recognize and read sight words: the, and, is, in, it.
2. Write and spell sight words correctly.
3. Use sight words in simple sentences.

Materials Needed

• Flashcards (each sight word on a separate card)
• Sight Word Bingo Sheets (customized with words from the lesson)
• Dry erase boards and markers (or paper and crayons)
• Sentence Strips with missing sight words
• Printable Worksheets (fill in the blank, word tracing)

Lesson Activities

1. Introduction (10 minutes)

• Introduce the concept of sight words: Explain that some words are so common that we should learn them by sight rather than sounding them out.
• Show flashcards of the, and, is, in, it one by one. Say each word and have the child repeat after you.
• Use each word in a sentence and ask your child to listen for it.

2. Sight Word Bingo (15 minutes)

• Provide a bingo sheet with sight words scattered on it.
• Call out a sight word and have your child find and mark it.
• Celebrate with a small reward when they get 3 in a row or complete the sheet.

3. Writing & Sentence Practice (10 minutes)

• Give your child a worksheet with missing words in simple sentences. Example:
  • “____ cat is big.” (Answer: The)
  • “Mom ____ Dad love me.” (Answer: and)
• Have your child trace and then independently write each word.

4. Flashcard Speed Round (5 minutes)

• Hold up flashcards quickly and ask your child to read them as fast as possible.
• Time them and encourage them to beat their best time.

5. Wrap-up & Review (5 minutes)

• Ask your child to use each word in their own spoken sentence.
• End with a fun chant or song using sight words.

Assessment & Reflection

✅ Can your child recognize and read all five sight words?
✅ Can they write and spell the words correctly?
✅ Can they use the words in a sentence?

If they struggle, continue reinforcement through daily practice and games.

Mid Level (Grade 3 to 5)

Subject: Verbs and Their Tenses (Present, Past, Future)

Standards Alignment (Common Core State Standards – CCSS)

• CCSS.ELA-LITERACY.L.4.1.B: Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
• CCSS.ELA-LITERACY.L.4.1.D: Recognize and correct inappropriate shifts in verb tense.
• CCSS.ELA-LITERACY.W.4.3.C: Use a variety of transitional words and phrases to manage the sequence of events.

Lesson Objectives

By the end of this lesson, children will be able to:

1. Identify verbs in sentences and classify them as present, past, or future tense.
2. Correctly conjugate verbs into different tenses.
3. Use verbs in the correct tense when speaking and writing.

Materials Needed

• Verb Flashcards (with verbs in different tenses)
• Tense Timeline Chart (a visual aid showing past, present, and future events)
• Sentence Strips (with missing verbs for students to fill in)
• Dry erase boards and markers (or notebook and pencil)
• Printable Worksheets (verb conjugation exercises, fill-in-the-blank activities)
• Dice or Spinner (for verb games)

Lesson Activities

1. Introduction: What Are Verb Tenses? (10 minutes)

• Begin with a quick discussion: “What is a verb?” Give examples of action words (run, jump, eat).
• Explain that verbs change depending on when the action happens (past, present, future).
• Write examples on a whiteboard:
  • Past: I walked to the store.
  • Present: I walk to the store.
  • Future: I will walk to the store.
• Have your child read each sentence and identify the tense.

2. Verb Conjugation Game (15 minutes)

• Use verb flashcards with root words (e.g., play, eat, go).
• Child draws a flashcard and rolls a tense dice (past, present, future).
• They must say or write the correct verb form.
  • Example: If they draw “eat” and roll “past,” they say “ate.”
• Repeat with different verbs and tenses.

3. Tense Timeline Activity (15 minutes)

• Create a timeline with past, present, and future sections.
• Provide sentence strips with missing verbs. Example:
  • “Yesterday, I ____ a book.” (Answer: read)
  • “Today, I ____ my homework.” (Answer: do)
  • “Tomorrow, I ____ soccer practice.” (Answer: will have)
• Child places sentences in the correct section of the timeline.

4. Writing Practice: Tense Story Challenge (15 minutes)

• Have your child write a 3-sentence story where each sentence must use a different tense. Example:
  • “I played soccer yesterday. I am resting now. I will practice again tomorrow.”
• Share aloud and discuss any mistakes in verb tense shifts.

5. Wrap-Up & Review (5 minutes)

• Quick quiz: Say a verb and have the student say it in past, present, and future tense.
• Ask: “What did you learn today about verbs and tenses?”

Assessment & Reflection

✅ Can the child identify and classify verbs into past, present, and future tenses?
✅ Can they correctly conjugate verbs in different tenses?
✅ Can they use correct verb tenses in writing and speech?

If your child struggles, reinforce learning with more practice games and storytelling activities.

High Level (Grade 6 to 8)

Subject: Writing Paragraphs (Structure and Unity)

Standards Alignment (Common Core State Standards – CCSS)

• CCSS.ELA-LITERACY.W.7.2.A: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect.
• CCSS.ELA-LITERACY.W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CCSS.ELA-LITERACY.W.7.5: With some guidance and support, develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach.

Lesson Objectives

By the end of this lesson, students will be able to:

1. Understand the structure of a well-written paragraph.
2. Write a paragraph with a clear topic sentence, supporting details, and a concluding sentence.
3. Maintain unity and coherence in their writing.

Materials Needed

• Graphic Organizer (to outline paragraph structure)
• Sample Paragraphs (both strong and weak examples)
• Writing Prompts (to practice paragraph writing)
• Rubric for Paragraph Writing (to assess structure and unity)
• Notebook & Pencil (or a digital word processor)

Lesson Activities

1. Introduction: What Makes a Good Paragraph? (10 minutes)

• Explain the three key parts of a paragraph:
  • Topic Sentence: Introduces the main idea.
  • Supporting Details: Provide evidence, examples, or explanations.
  • Concluding Sentence: Summarizes the paragraph or transitions to the next idea.
• Show two sample paragraphs (one well-structured, one disorganized) and discuss the differences.

2. Paragraph Organization Activity (15 minutes)

• Give students sentence strips from a scrambled paragraph.
• Have them arrange the sentences into a logical order.
• Discuss why one version is clearer and more unified than the others.

3. Guided Writing Practice (15 minutes)

• Provide a writing prompt (e.g., “Describe your favorite hobby” or “Why is teamwork important?”).
• Have students outline their paragraph using a graphic organizer:
  • Topic Sentence: ______________
  • Supporting Detail 1: ______________
  • Supporting Detail 2: ______________
  • Supporting Detail 3: ______________
  • Concluding Sentence: ______________
• Once the outline is complete, they write the full paragraph.

4. Peer Review and Self-Assessment (15 minutes)

• If possible, children swap paragraphs for peer review.
• Use a checklist:
  ✅ Does the paragraph have a clear topic sentence?
  ✅ Are there at least 3 supporting details?
  ✅ Does the paragraph stay on topic?
  ✅ Is there a strong concluding sentence?
• Revise based on feedback.

5. Wrap-Up & Reflection (5 minutes)

• Ask: “What did you learn today about writing a paragraph?”
• Assign a short paragraph-writing exercise for independent practice.

Assessment & Reflection

✅ Can your child write a structured paragraph with a topic sentence, supporting details, and a conclusion?
✅ Is the paragraph cohesive and unified?
✅ Can they revise their writing for clarity and organization?

If needed, provide additional exercises on transitions, coherence, and elaboration.