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Syntax and Sentence Structure
A Day in Time: Past, Present, and Future Adventures!

Summary

In this literacy centre, designed for grades 1 to 3, students will study verb tenses by writing about their day—what they did, what they are doing, and what they will do. By describing actions in the past, present, and future, students will learn how verbs change to match different times.

Learning Outcomes

By the end of this centre, students will be able to:
  • Recognize the difference between past, present, and future tenses;
  • Write sentences using past, present, and future verbs to describe actions;
  • Recognize and understand how verb forms change depending on the time and type of action (habitual vs. ongoing).

Material to Prepare

  • Appendix A: Verb Tense Chart
  • Appendix B: Sample Sentences for Each Tense (past, present, present continuous, and future tenses)
  • Appendix C: Writing Sheets divided into three sections: Past, Present, Present Continous, and Future
  • Pencils, erasers, and coloured pencils

Procedure

Step 1: Think About Your Day

Reflect on Your Day

  • Think about what you did earlier today, what you are doing every day, what you are doing now, and what you will do later today or tomorrow.
  • Example reflection: “I woke up, I go to school every day, I am writing right now, and I will play outside later.”

Step 2: Write About Your Day in Four Tenses
  • Write in the Past Tense
    • In the Past section, describe what you did earlier today or yesterday.
    • Example: “This morning, I ate breakfast and walked to school.”
  • Write in the Simple Present Tense
    • In the Simple Present section, describe what you usually do or something that happens regularly.
    • Example: “I play soccer after school every day.”
  • Write in the Present Continuous Tense
    • In the Present Continuous section, describe what you are doing right now.
    • Example: “I am sitting at my desk, writing about my day.”
  • Write in the Future Tense
    • In the Future section, describe what you will do later today or tomorrow.
    • Example: “After school, I will go to the park and play with my friends.”
Step 3: Illustrate Your Day

Draw a Picture for Each Tense

  • In each section (Past, Present, Present Continuous, Future), draw a picture that shows you doing the activity you wrote about.
  • Example: In the Past section, draw yourself eating breakfast. In the Future section, draw yourself playing at the park.

Checklist for Independent Work:

  • Did you write about your actions in the past?
  • Did you describe something that happens regularly in the simple present?
  • Did you describe what you are doing right now in the present continuous?
  • Did you write about what you will do in the future?
  • Did you draw a picture for each tense?

DIFFERENTIATION: Observing and providing support during analysis.

Possible Observation Intervention Strategies
Students confuse the simple present (habitual actions) with the present continuous (ongoing actions), using one form when the other is needed.
  • Create a visual representation of the difference between simple present and present continuous. For example, use pictures or drawings showing an activity happening regularly (e.g., playing soccer after school every day) for simple present vs. something happening right now (e.g., a student sitting and writing) for present continuous.
  • Provide clear examples where students can hear the difference. Say, “I play soccer every day” vs. “I am playing soccer right now.” Have students practice by repeating after you.
  • Provide sentence starters that guide students to use the correct tense (e.g., “Every day, I _______.” for simple present and “Right now, I am _______.” for present continuous).
Students struggle with how verbs change between past, present, and future tenses, especially with irregular verbs.
  • Have students refer to the chart frequently to see how verbs change in different tenses. Highlight irregular verbs and explain that they follow different rules.
  • Focus on the most common irregular verbs and provide a few extra examples for practice (e.g., run → ran, eat → ate, drink → drank).
  • Use a verb sorting activity where students group verbs into categories like regular vs. irregular or group them by their tenses (past, present, future). This will help them see patterns.
Students write all their sentences in just one tense (e.g., using only the present tense for past and future actions).
  • Provide small cards or a poster that reminds students to think about when the action happened (past, present, future) and to adjust the verb accordingly.
  • Create a simple checklist where students tick off each tense after using it, ensuring they write in all four tenses (past, simple present, present continuous, future).
  • Give students sentence prompts that clearly guide them to use the correct tense, such as “Yesterday, I _______ (past tense)” and “Later today, I will _______ (future tense).”
Students may struggle to form sentences in the future tense, especially using the structure “will + verb.”
  • Use a visual timeline or cue cards that represent the future and have students write future tense sentences about what they will do tomorrow, next week, etc.
  • Provide sentence starters like “Tomorrow, I will _______” or “Later today, I will _______” to guide students.
  • Model how to use the future tense with different verbs, showing how “will” is always followed by the base form of the verb. Have students repeat sentences aloud for practice.

Appendixes

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