Lesson Plan Template

1. Lesson Plan Information Subject/Course: Language Grade Level: 6 Topic: Parts of Speech Name: Valery Knoop Date: Feb. 26, 2013 Length of Period: 25 Minutes Time: 10:10-10:35am

2. Expectation(s) Expectation(s) (Directly from The Ontario Curriculum): Language Arts Writing Overall: (3) use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively Specific: (3.5) use parts of speech correctly to communicate their meaning clearly, with a focus on the use of: personal subject and object pronouns (e.g., I, me) indefinite pronouns (e.g., someone, nobody); conjunctions; subordinate clauses; adverb phrases; and present, past, and future verb tenses Learning Skills (Where applicable): Responsibility - takes responsibility for and manages own behaviour. Self-regulation - seeks clarification or assistance when needed. 3. Content What do I want the learners to know and/or be able to do? Students will be able to clearly define and use the different parts of speech so as to enhance their writing, including personal subject and object pronouns, indefinite pronouns, conjunctions, subordinate clauses, adverb phrases, and present, past, and future tenses. Today learners will: Clearly explain and use some of the different parts of speech. 4. Assessment (collect data) / Evaluation (interpret data) (Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric) Based on the application, how will I know students have learned what I intended? Oral Q&A 5. Learning Context A. The Learners (i) What prior experiences, knowledge and skills do the learners bring with them to this learning experience? This lesson is the start of review for Grade 6 EQAO Language. Our focus today will be nouns, verbs, adjectives, and adverbs. I am assuming some prior knowledge, but will be giving a quick overview of each before the Q&A. (ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all learners? (Must include where applicable accommodations and/or modifications for learners identified as exceptional.) B.R. might experience a little difficulty explaining his thoughts, but I will help him by giving him extra time, and hints when needed. B. Learning Environment This lesson will take place in the classroom with the students sitting at their desks. C. Resources/Materials - SMART Board - SMART Notebook lesson

6. Teaching/Learning Strategies

INTRODUCTION How will I engage the learners? (e.g., motivational strategy, hook, activation of learners prior knowledge, activities, procedures, compelling problem) [about 2 min] Yesterday we talked what? (some of the different kinds of punctuation and where they belong in a sentence). Good. Today well be working on some of the basic parts of speech that you really need to know, in particular, nouns, verbs, adjectives, and adverbs. Who can tell me what those are? MIDDLE: Teaching: How does the lesson develop? How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and guided instruction). [about 10 min] Review what the parts of speech are: noun (names a person, place, thing, or idea), verb (a word that expresses action or helps make a statement), adjectives (modifies or describes a noun or pronoun), and adverbs (modifies or describes a verb, adjective, or another adverb). Give a definition and example of each. So now that Ive gone over what each of those are, I want you to give me examples of nouns, verbs, adjectives, and adverbs, and explain to me why it is a noun, verb, adjective, or adverb. Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning experiences together for/with the students? How will I check for understanding? [about 2 min] *This is tied into the end of the teaching portion of the lesson. Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice, and gradual release of responsibility.) [about 10 min] Students will match word and definition, answer multiple-choice questions, and fill in Mad Libs on nouns, verbs, adjectives, and adverbs. Before students answer the questions, talk about how multiple choice questions work and how to answer them. When you see a question that looks like this with more than one answer to choose from, it is called a multiple choice question. When you answer one of these, there might be a few answers that could fit, but you have to pick the one that fits the best; the best answer to the question. When you do your testing near the end of the year, you will have lots of these, so we are going to practice answering them together. CONCLUSION: How will I conclude the lesson? [about 3 min] Great work today! It sounds like everyone has a pretty good idea of what nouns, verbs, adjectives, and ad verbs are. Before we move on, who can give me an example of a noun, verb, adjective, or adverb? to check understanding, you might want to ask students to explain their reasoning behind choosing a particular word.

7. My Reflection on the Lesson What do I need to do to become more effective as a teacher in supporting student learning? This lesson went really well. It is the second lesson into a review unit in preparation for EQAO, and I had thought the students would be a little bored with it, but they were really co-operative. When we got to the Mad Lib, at first they werent sure what it was so I had to explain it, but once we started the first one, everyone wanted to come up and write in a word. I was happily surprised that they kept their word choices appropriate for school. The second Mad Lib was set up a little differently than the first one, and everyone said that they liked the other way better, so when I do another Mad Lib for them Ill be sure to have the words on one page and the story hidden on a second page. I didnt have to help many students with figuring out what nouns, verbs, adjectives, and adverbs were, so that was great. And at the end of the lesson, they all wanted to do more Mad Libs! Who knew that they would love nouns, verbs, adjectives, and adverbs so much?! I promised them we would do them again another day, and we will.