Grammar: Verbals (Gerunds, Participles, Infinitives)

Active learning works for verbals because students need repeated, hands-on practice to distinguish forms that look alike but function differently. When students manipulate sentences and justify their choices aloud, they move from memorizing labels to understanding how verbals shape meaning and sentence structure.

• 8th Grade
• English Language Arts
• 3 activities
• 20 min–35 min

Learning Objectives

1. Identify the function of gerunds, participles, and infinitives within given sentences.
2. Differentiate between gerunds and participles based on their grammatical roles as nouns or adjectives.
3. Construct sentences using infinitives to clearly express purpose or intent.
4. Analyze sentences for potential grammatical errors or unclear meaning caused by misidentified or misused verbals.
5. Create original sentences that effectively employ all three types of verbals for stylistic variety.

Inquiry Circle

⏱ 35 min·Small Groups

Inquiry Circle: Verbal Function Sort

Small groups receive 18 sentence strips, six gerunds, six participles, and six infinitives, and sort them into three labeled categories. For each sentence, they must identify not just the verbal but its grammatical function: 'acting as a noun,' 'modifying a noun,' 'expressing purpose.' Groups that disagree must resolve their disagreement by referring to a specific grammatical principle.

Prepare & details

Differentiate between a gerund and a participle in a given sentence.

Facilitation Tip: During the Verbal Function Sort, circulate and ask each group: 'How does substituting a noun like 'running' with 'it' change the sentence's meaning?' to push metacognition.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Stations Rotation

⏱ 20 min·Pairs

Practice Game: Verbal Speed Challenge

In pairs, students alternate writing sentences that use a specific verbal type correctly: one partner writes a gerund sentence, the other a participle sentence, back and forth as quickly as possible for five minutes. They then review their list together, checking each sentence and correcting any misidentified verbals. The pair with the most correctly categorized sentences shares their best examples.

Prepare & details

Construct sentences that effectively use infinitives to express purpose or intention.

Facilitation Tip: For the Verbal Speed Challenge, set a timer for 60 seconds and walk the room so students hear peers justify answers aloud rather than working silently.

Setup: Tables/desks arranged in 4-6 distinct stations around room

Materials: Station instruction cards, Different materials per station, Rotation timer

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Think-Pair-Share

⏱ 25 min·Pairs

Think-Pair-Share: Dangling Participle Detection

Present pairs with five sentences containing dangling or misplaced participles ('Running to catch the bus, my backpack fell open'). Pairs identify what is wrong with each sentence, explain what the participle appears to modify versus what it should modify, and rewrite the sentence correctly. Discussion surfaces the principle that participial phrases must be placed next to the noun they modify.

Prepare & details

Explain how the misuse of a verbal can lead to grammatical errors or unclear meaning.

Facilitation Tip: In Dangling Participle Detection, ask pairs to physically move the participle phrase closer to the noun it describes before sharing with the class.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Teaching This Topic

Start with verbals in isolation so students notice endings (-ing, -ed, to + verb) before tackling function. Avoid rushing to rules; instead, use substitution drills to reveal roles. Research shows students solidify understanding when they teach the concept to peers, so plan partner explanations after each activity to reinforce learning.

What to Expect

By the end of these activities, students will confidently classify verbals and explain their functions in context. Success looks like students pointing to a word in a sentence and naming its type and role without hesitation, supported by clear evidence from the sentence itself.

Watch Out for These Misconceptions

Common Misconception

During the Collaborative Investigation: Verbal Function Sort, watch for students labeling every '-ing' word as a gerund.

What to Teach Instead

Prompt groups to substitute the '-ing' word with a concrete noun like 'it' or 'the plan.' If the sentence still makes sense ('Exercise is good for you' becomes 'It is good for you'), students should classify it as a gerund; if not, they should reconsider.

Common Misconception

During the Practice Game: Verbal Speed Challenge, watch for students assuming all infinitives begin with 'to.'

What to Teach Instead

Include sentences with implied infinitives ('She made me laugh' where 'to' is omitted) and ask students to explain how the infinitive functions in the sentence, even without 'to'.

Assessment Ideas

Quick Check

After the Collaborative Investigation: Verbal Function Sort, distribute a 10-sentence worksheet. Ask students to identify any verbals, label them, and state their function. Collect answers to check for consistent classification and justification.

Discussion Prompt

During the Think-Pair-Share: Dangling Participle Detection, present two sentences where 'running' is used differently. Ask pairs: 'How does the function of 'running' change between these sentences? What makes it a gerund in one and a participle in the other?' Circulate to listen for precise language about noun vs. adjective roles.

Peer Assessment

After the Practice Game: Verbal Speed Challenge, have students write three sentences using a gerund, a participle, and an infinitive. Students exchange papers with a partner, who checks each verbal's label and function and provides one specific suggestion for improvement before returning the work.

Extensions & Scaffolding

• Challenge: Ask students to rewrite a paragraph from a class novel using at least five verbals, then label each one and its function.
• Scaffolding: Provide sentence stems with blanks for verbals, such as '_____ (gerund) helps me relax after school.'
• Deeper: Have students research how verbals appear in famous speeches or song lyrics, then present how structure affects tone or imagery.

Key Vocabulary

verbal	A verb form that functions as a noun, adjective, or adverb. The three types are gerunds, participles, and infinitives.
gerund	A verbal ending in -ing that functions as a noun. It can be a subject, object, or complement in a sentence.
participle	A verbal that functions as an adjective. Present participles end in -ing, and past participles often end in -ed or -en.
infinitive	The base form of a verb, usually preceded by 'to.' It can function as a noun, adjective, or adverb.