Introduction to Verbs Lesson Plan

Name: Kelley Sullivan Date: Monday, February 24, 2014 Grade Level/Subject: 4th Grade/Grammar Prerequisite Knowledge: Students have been learning about the types of words that make up sentences. They recently finished learning about adjectives, and they have already learned about nouns and pronouns. Approximate Time: 20 minutes This lesson will be taught over the course of three days in the form of station rotations. There will be six groups of two students (one group will only have one student). Two groups will work on helping verbs, two groups will work on linking verbs, and two groups will work on action verbs. Over the course of three days, each student will have learned about each type of verb. Student Objectives/Student Outcomes: Students will be able to work with their table partner to explore one of three types of verbs (helping, linking, action). Students will be able to list examples of either helping, linking, or action verbs and explain how they are used in a sentence. Materials/Resources/Technology: -6 rice shakers (2 linking verb, 2 helping verb, 2 action verb) -Verb worksheets for each student -Students net books Implementation:

Time
3 min.

Opening of lesson: (Objectives, hook, behavior expectations) Today we are going to start learning about the different types of verbs. Does anyone know what a verb is? (Allow a couple students to share.) Since there are three different kinds of verbs, we will be learning about verbs all week. You will be working with your table partner, but you will both have a verb sheet to fill out each day. Each group will receive one rice shaker to go along with their verb activities. Everyone will get to explore each type of verb throughout the week, and by the end of the week, everyone will have done the same activities. My expectations during this activity are that you will not open the rice shaker EVER. I also expect you and your partner to take turns using the rice shaker. You will need to keep passing the shaker back and forth until you and your partner have completed the entire activity. If I see that you cannot handle this activity and that you are not following the expectations, then you will be doing a worksheet for the rest of class, and you will not be able to use the shakers for the rest of the week. Two of the groups will need their net books and headphones for part of the activities at your station. (Have the two linking verb groups get their net books.) Procedures: Include critical thinking questions and accommodations for individual needs Pass out verb sheets to groups. Two groups will work on linking verbs, two groups will work on helping verbs, and two groups will work on action verbs.

15 min.

Remind students to read all directions on their sheets and to go in the order listed on the worksheet. Walk around during activities to ensure that all students are on task. When the helping verb groups finish finding all of the verbs in their shakers, teach them the Helping Verbs song. The song is in the order of the verbs listed on their worksheet, and it is sung to the tune of I Love You, You Love Me from Barney. Practice this song a few times with the students, then allow them to move on to Part 3 of their worksheet.
2 min.

Summary/Closing:
Get students attention, then have the linking verbs groups put their net books away. Tell students that they will keep their verb worksheets, since we will do more verb activities using these sheets after the first three days of station rotations.

Student Assessment:
I will be walking around throughout the lesson to monitor student behavior and activity. I will also stop from time to time to check for student understanding as they are working on their verb activities. Post Lesson Reflection: Student Interest Students were interested in the lesson immediately as I began to explain what they would be doing. Usually grammar instruction consists of worksheets and not much student involvement. Introducing rice shakers and turning this grammar instruction into a game for the students. Student Motivation Students seemed very motivated to find all of the verbs in the verb shakers. They all worked well with their table partners once they began to get comfortable with the lesson. Teacher Knowledge I felt confident presenting this lesson to the students. I knew exactly what I wanted the students to learn and how they should go about building their own knowledge in this lesson. I was able to answer any questions that individual students had. Teacher Organization I felt organized while presenting this lesson, since it took me such a long time to prepare the shakers and their contents. My organization was apparent in how I presented the lesson to my students and how I managed classroom behavior throughout the lesson. Teacher Articulation I planned ahead of time how to present the expectations for this lesson, so by the time I had to tell this to the children, I was able to very clearly articulate all expectations and directions for the lesson. Student Understanding At first a couple of the students were hesitant to begin exploring verbs with their shakers, and they asked me a few questions, but then they were able to begin working and seemed to figure everything else out without my help.

Other Overall this lesson went very well, and I plan on trying to incorporate activities similar to this one in the future to help enhance learning and make the lessons more engaging for students.