Lesson plan

Double It!: A Lesson on Suffixes and Changing Verb Tense

This lesson won’t be double trouble! Your students will learn how to correctly double consonants to form past tense verbs. Students will be able to read and write verbs that do and don’t have double consonants.
Grade Subject View aligned standards
  • Students will be able to change tenses of one syllable words.
  • Students will be able to use the “double the consonant rule" as applied to one syllable words.
(5 minutes)
  • Invite students to play the “Mix and Match” game. In this game students will be challenged to find a partner that matches their word or suffix and then to say the new word.
  • Distribute one word card to each student.
  • Tell the students that when you say “go” they need to get up and find a student who has a card that can match their card to make a word.
  • Demonstrate as needed.
  • After playing the game, collect the cards and explain to the students that they just made some words that end in -ed. Tell them that they will be learning a new rule for using -ed to read and write in the past tense.
(5 minutes)
  • Introduce the process of using double consonants by first telling the students that the rule applies to one syllable words.
  • As needed, demonstrate counting a one syllable word by clapping several words, such as the following words: Clip, drag, and drop.
  • Display the rule using the How to Change Verb Tenses worksheet or by writing it on the board.
  • Model the process of using the rule by making a chart with the following words: Drag, bang, beg, end, clip, and hand.
(5 minutes)
  • Continue the process of guiding students as they decide when to double consonants. Distribute yes/no student response cards, individual whiteboards, and markers.
  • Write "drag" at the bottom of the chart you created during the modeling section.
  • Ask the students to look at the rule and decide if they need to double the consonants before adding “ed.”
  • Ask the students to hold up a “yes” card if the answer is “yes” and a “no” card if the answer is “no.”
  • Check for student responses and discuss as needed.
  • Ask students to write the new word on their whiteboards. Check for accuracy.
  • Continue and repeat the process for the following words: hop, itch, shop, wish, drop, and flap.
(10 minutes)
  • Distribute the Double It! worksheet and ask students to decide on how to add the correct suffixes and change the verb tenses.


  • Have students brainstorm one syllable words that have not been used and decide if consonants should be doubled.
  • Have the students apply the rule using -ing instead of -ed. Students can use words from the worksheet or words from modeling or guided practice.
  • Extend to using other suffixes, as shown in the “Doubling Rule with Suffixes” video.


  • Provide a short list of examples from the guided practice or independent work time. Write these words on a separate paper and have students play “I Spy” and look for examples of double consonants.
  • Create matching “memory” cards with a correct form of each word on a card. Have the students play “memory” and match several examples.
  • Use an interactive whiteboard to give students practice identifying double consonants. Ask the students to highlight or circle the double consonants. Double consonants can also be color-coded.
  • Use an interactive whiteboard and have the students sort words based on whether the words have a double consonant.
(5 minutes)
  • Remove or turn over modeling and guided practice charts.
  • Write several words on the board and have students change the words to past tense and then use them in a sentence. Students can write in their journals or on the back of their worksheets.
(5 minutes)
  • Pair students up and have each pair of students choose an index card with a word written on it.
  • Have the students discuss what they learned and how the word could be changed to past tense.
  • Invite students to share with the whole group.

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