Past & Present Tense Bunny Footprint Match
Students will understand that the processes verbs represent are anchored in time through tense.
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Learning goals
- We are learning that verbs are doing, thinking, saying and relating words.
- We are learning that time is represented through verb tense, e.g. she arrived, she is arriving.
- We are learning to understand past, present and future tenses and their impact on meaning in a sentence, e.g. informative texts are usually written in present tense.
- We are learning that verbs are doing, thinking, saying and relating words and that time is represented through verb tense, e.g. she arrived, she is arriving.
- We are learning to plan, create, edit and publish imaginative, informative, persuasive and multimodal texts with correct text structure, grammar, punctuation, language features, images and sound appropriate for the purpose and the audience.
- We are learning to plan, draft and publish imaginative, informative, persuasive and multimodal texts with correct text structure, language features, images and sound appropriate for the purpose and the audience.
Curriculum alignment
AC9E5LY06
9
Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation
AC9E4LA09
9
Understand past, present and future tenses and their impact on meaning in a sentence
AC9E3LA08
9
Understand that verbs are anchored in time through tense
AC9E3LA07
9
Understand how verbs represent different processes for doing, feeling, thinking, saying and relating
ACELY1704
8.4
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience
ACELA1482
8.4
Understand that verbs represent different processes, for example: doing, thinking, saying, and relating and that these processes are anchored in time through tense
EN2-9B
old
Uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts
EN2-8B
old
Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
EN3-2A
old
Composes, edits and presents well-structured and coherent texts
EN3-UARL-02
new
Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts
EN3-UARL-01
new
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
EN3-HANDW-02
new
Selects digital technologies to suit audience and purpose to create texts
EN3-HANDW-01
new
Sustains a legible, fluent and automatic handwriting style
EN3-SPELL-01
new
Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words
EN3-CWT-01
new
Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language
EN3-VOCAB-01
new
Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
EN3-OLC-01
new
Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding
EN2-RECOM-01
new
Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
VCELY330
Reread and edit own and others’ work using agreed criteria for text structures and language features
VCELY332
Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements
VCELY329
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience
VCELA246
Understand how different types of texts vary in use of language choices, depending on their purpose, audience and context, including tense and types of sentences
VCELY258
Analyse how different texts use verb groups to represent different processes (action, thinking, feeling, saying, relating)
VCELA262
Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Modifications
Use a limited number of cards for those students who find the number overwhelming. Other alternative options are: - Using the cards in a game of Concentration - or matching pairs. - Ask students to find a pair and then post the pair into a box. Students with autism and learning difficulties often enjoy this style of game more, as they can see a clear finish line and once they've made a match, they've posted it and it's gone.
Extensions
Students can create additional matches by creating their own set of past and present tense cards. As a class game, students could work in table groups to brainstorm as many tricky past and present matches as possible and use them to challenge other table groups. Keep a final selection of the trickiest words that caused the most difficulty and use those as a new rotation game.
Teach it your way
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