Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Erica Davis Lesson # 1 Subject/Grade: Five-Year-Old Kindergarten Date and Time of Lesson: October 2 Learning Objective: Students will be able to demonstrate the meaning of a verb by acting out actions. Students will also be able to identify verbs in a sentence that is read aloud. Alignment with Standards: EEDA: School districts must design their curricula to provide a well-rounded education for students by fostering artistic creativity, critical thinking, and self-discipline through the teaching of academic content, knowledge, and skills that students will use in the workplace, further education, and life. SSCA Element: Section 59-63-120-1b: insulting or demeaning a student or group of students causing substantial disruption in, or substantial interference with, the orderly operation of the school. K.L.5d: I can act out words to show I understand what they mean. K.L.5b: I can use and understand verbs.

Developmental Appropriateness or Cross-curricular connections: These objectives are appropriate because students will not need an abundance of prior knowledge or skill to be able to complete this lesson. They will only need to be able to listen and follow instructions. Assessment(s) of the Objectives
Lesson Objective(s) Assessment(s) of the Objective(s) During-assessment: Students will play a verb charades game. Each student will be given an action to perform in front of the class. This is to help students understand what actions are. This will be assessed through observation. Pre-assessment: I will ask students to identify actions in the book Pizza at Sallys. As I am reading aloud, students will raise their hands when they hear an action take place in the book. I will then write the actions down on a small white board to refer back to at the end of the book to show the students that actions are verbs In a sentence. This will be assessed through observation. I will prompt students when it seems as if they need help figuring out Use of Formative Assessment (TWS section 7) This will not be the last time students learn about verbs. Verbs will be reviewed throughout the school year while books are being read. However, if a student is really struggling with the concept of a verb, I would suggest putting the student in a small group for practice and one on one help. A letter could be sent home to parents asking them to help their child identify verbs while they are reading their bag books in the evenings.

Students will be able to demonstrate the meaning of a verb by acting out actions.

Students will be able to identify verbs in a sentence that is read aloud.

Lander University Teacher Education Lesson Plan Template what the actions are in the book. Post-Assessment: Sentences will be projected on to the smart board. I will read the sentences aloud and ask students to identify the verb or verbs in the sentence. This can be assessed by observations and checklists.

Rev. 2013

Accommodations: For this particular lesson, there should not be any early finishers because there is no individualized
work. Slow-paced learners will need to revisit the word verb often. They will need to receive one on one help and work in small groups to grasp the meaning of verbs. The ESOL student will need to work on the meaning of verbs when she is with her ESOL teacher, who can accommodate her in her first language.

Materials: Pizza at Sallys, small white board, dry erase marker, white board eraser, smart board, sentences
displaying verbs, cup, verbs written on a slip of paper, name sticks

Procedures
1. Students will be sitting on the carpet in their correct rows. 2. I will at first review nouns with the students. They have already learned what a noun is. I will explain to them that a noun is part of a sentence. I will then introduce the book Pizza at Sallys to the students and ask them to find the actions in the book. Today boys and girls I am going to read to you a book called Pizza at Sallys. But, I am going to need you to do me a BIG favorcan you do that? While I am reading this book I need you to listen very closely. While you are being a very good listener, I want you to listen for what Sally is doing. We are going to make a list of the things that Sally does in the book. We will call these things actions. When you think you hear an action I want you to raise your hand and sit quietly. Before I begin I will show the students an example so they will have a better understanding of the instructions. 3. I will read the book and write down Sallys actions as students raise their hands and tell me. If students need help picking out actions I will prompt them at the end of the page. Did Sally do anything on this page that we need to add to our list? 4. After I finish reading the book, I will introduce the word verb to the students by using the examples that I wrote on the board from the book. I will explain to the students that like a noun a verb also makes up part of a sentence. All of these actions that we have listed here are called verbs. A verb is what you do and like a noun, a verb has to be included in a sentence for it to be complete. So when we read in a sentence that someone is doing something it is called a verb. 5. For the next activity, students will play a verb charades game. I will have a cup with slips of paper inside the cup. On the paper will be an action. I will pull two name sticks to choose the order of the children. When the pair is called, they will draw a slip of paper, I will whisper to them what the action is, and they will then act out the action. The class will guess the action. 6. After the game is over, I will pull up some simple sentences on the smart board. I will read the sentences aloud and ask students to find the verb in the sentence. I will do this by drawing names again. 7. That activity will end the lesson. I will ask students what are these actions called that we are talking about. They should be able to tell me verbs.

Activity Analysis:
I planned three activities for this lesson. The first activity is to make sure that students understand what an action is and to introduce the word verb to the students. The second activity, verb charades, just reinforces to the students what an action is so that they have a good concept of an action. It also reinforces the objective very well because they are doing what the standard states, acting out words. The third activity supports the second objective because it will help students identify verbs in a sentence. They will be able to coordinate all three activities together so that they

Lander University Teacher Education Lesson Plan Template

Rev. 2013

have a good understanding of what a verb is, not only by action but also in writing and reading. Like any kindergarteners, these students love to be involved. They love to move around and have fun. That is why I incorporated the charades game and why I placed it in the middle of the lesson and not the end. They will be moving, having fun, and learning all at the same time. In addition, each of the activities that I have planned all fit different learning styles for students who learn differently. I chose to do a small portion of this lesson on the smart board just because I wanted to work the sentences aloud with the class instead of individually. I am using the smart board only for its projection and writing capabilities. For this lesson, I will be the only person writing on and using the smart board.

References: There are no references used for this lesson.