Grade 2 Spring — Opinion Writing, Pronouns/Adverbs/Prepositions, and Word-Building with Prefixes and Suffixes
Lesson 15 50 min eng.g2.s.lesson_15.revision_day_check_tense

Revision Day — Check Tense + Apply All 5 Moves

Skills targeted
Objectives
  • Students apply all 5 revision moves at least once across their 2-paragraph opinion draft.
  • Students name the CHECK TENSE move and verify their opinion piece is consistent in present tense (for opinions) or appropriate tense for the example.
Vocabulary
check tenseconsistent tensepresent tensepast tenserevision menu

Lesson plan

Warm-up

5 min

Tense-spot: teacher reads a model paragraph with 1 tense slip; children spot the slip and call out the fix.

Teacher moves
  • Read the model slowly to emphasize the slip
  • Name the fix as the CHECK TENSE move

Direct instruction

10 min

Today we meet the 5th and final revision move: CHECK TENSE. Opinion statements are usually in PRESENT tense ('Pizza IS the best lunch'). Example sentences may slip into past tense if you're describing something that happened ('Last Tuesday I SORTED twenty books'). That's fine — but the TENSE has to stay consistent within each sentence and signal clearly. CHECK TENSE move: reread, listen for slips, fix with green pencil. Today is REVISION DAY — your job is to apply ALL 5 moves at least once. Use the bookmark. Annotate each move on the margin.

Key examples
  • Either fix works. The point is INTERNAL consistency.
    model 'is' = present (good, opinion statement). 'sort' = present (matches). 'helped' = past — slip. Fix: 'is the best job because I sort books and help Mateo find them' (full present) OR 'Class librarian is the best job. Last Tuesday I sorted books and helped Mateo find one.' (split into two sentences, each consistent).
    prompt Spot the tense slip: 'Class librarian is the best job because I sort books and helped Mateo find one.'
Checks for understanding
  • What does CHECK TENSE mean?
  • Name all 5 revision moves from memory.
Media
M-2-S-WR-15-A Chart
Full revision-moves anchor at 11x17: 5 numbered cards in a vertical strip. 1. ADD DETAIL (green, adjective+adverb+prep-p

Full revision-moves anchor at 11x17: 5 numbered cards in a vertical strip. 1. ADD DETAIL (green, adjective+adverb+prep-phrase icon). 2. STRONGER VERB (yellow, said→insisted arrow). 3. COMBINE (purple, two short strips joining into one). 4. VARY SENTENCE LENGTH (orange, long-short stack). 5. CHECK TENSE (blue, clock icon). Footer cue 'A writer's CHOICE — use the move that fits.' Print-ready, dyslexic-friendly font.

Guided practice

22 min
Tasks
  • Open your 2-paragraph draft. Apply ALL 5 revision moves at least once. Annotate each move on the margin with green pencil and sticky-notes.
    scaffold Revision-moves bookmark + tense-checker bookmark + green pencil
  • Self-check: count the move-stickies on your draft. Did you hit all 5?
    scaffold 5-move tally card
Media
M-2-S-WR-15-B Illustration
Reference image of a Grade-2 2-paragraph opinion draft with 5 margin sticky-notes (one per revision move): 'ADD DETAIL —

Reference image of a Grade-2 2-paragraph opinion draft with 5 margin sticky-notes (one per revision move): 'ADD DETAIL — adverb,' 'STRONGER VERB,' 'COMBINE,' 'VARY LENGTH — short,' 'CHECK TENSE.' Each sticky pointing to the corresponding green-pencil change in the text. Print-ready, classroom annotation style, dyslexic-friendly handwriting font.

Formative assessment

3 min
Exit ticket
  • List the 5 revision moves you used today, in order.
scoring All 5 named with correct match to a real change = mastery; 3-4 named = practicing; 2 or fewer = reteach.

Closure

Moves
  • Predict: tomorrow we meet the un- and re- prefixes.

Homework

10 min
Tasks
  • Read your full revised draft aloud at home. Ask: 'Does it sound stronger than the first draft?'

Exercises in this lesson

eng.g2.s.ex_32
Read your draft aloud. Spot any TENSE SLIPS (mixing past and present). Fix with green pencil. Annotate 'CHECK TENSE.'
 check tense apply · diff 3
eng.g2.s.ex_33
Apply ALL 5 revision moves to your draft at least once: ADD DETAIL, STRONGER VERB, COMBINE, VARY SENTENCE LENGTH, CHECK TENSE. Annotate...
 apply all five moves · diff 5

Differentiation

Scaffolds
  • Pre-printed 5-tally card
  • Pre-circled candidate spots for each move
  • Reduced target: hit 3 moves instead of 5
Extensions
  • Apply each move TWICE — total 10 changes.
  • Try the REARRANGE move: move a phrase to a different position in a sentence.
English Learners
  • Bilingual move-name card
  • Audio model of each move
Ieps 504s
  • Adult scribe; child names the move and the change orally
  • Reduced target: 2 moves only

Teacher notes

Revision day is the most cognitively demanding day of the unit so far. Many children will hit 3-4 moves, not all 5. That's fine. The naming-and-applying metalanguage is the goal — children who can SAY 'I used the STRONGER VERB move' are demonstrating mastery even if they only applied 3 of 5 moves. Don't grade for completeness; grade for correct use of move names.