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Past & Present Tense Bunny Footprint Match

Past & Present Tense Bunny Footprint Match
View Curriculum Codes   
Description

Students will understand that the processes verbs represent are anchored in time through tense.

Suitable for
  • Fast Finishers
  • Relief Teachers
  • Parents
Lesson Structure
  • Individual Activity
  • Rotations / Group Work
  • Class Activity
Curriculum Codes

AC9E3LA07 9

Understand how verbs represent different processes for doing, feeling, thinking, saying and relating

AC9E3LA08 9

Understand that verbs are anchored in time through tense

AC9E4LA09 9

Understand past, present and future tenses and their impact on meaning in a sentence

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

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

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

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

EN2-RECOM-01 new

Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension

EN3-OLC-01 new

Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding

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-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-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-HANDW-01 new

Sustains a legible, fluent and automatic handwriting style

EN3-HANDW-02 new

Selects digital technologies to suit audience and purpose to create 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-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

VCELA262

Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense

VCELY258

Analyse how different texts use verb groups to represent different processes (action, thinking, feeling, saying, relating)

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

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

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

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.

Linked Resources & Worksheets
Reviews
Kirrily Bell
Posted 5 years ago
QLD, Australia
Kids use this for additional work for early finishers. Although, they will be getting used as part of literacy rotations this term.