Marlena Gastineau

CIED 3293

10/13/2014

Targeted Literacy Strategy or Skill: Vocabulary strategy- Indentifying Verbs through text.
Grade level: 2nd Grade
Objective:
The student will be able to identify the verbs within My Very Own Octopus by Most, Bernard. The
student will demonstrate their knowledge of verbs by using a complete sentence including a subject and a
verb describing what activity they would do with their own pet octopus.
Common Core State Standard/ PASS Standard:
Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate,
appreciate, and respond to a wide variety of texts.
Standard 3: Vocabulary The student will develop and expand knowledge of words and word meanings to
increase vocabulary.
1. Words in Context - Expand vocabulary in language and writing by reading and listening to a variety of
text and literature.
Writing/Grammar/Usage and Mechanics. The student will express ideas effectively in written modes for a
variety of purposes and audiences.
1. Grammar/Usage: Students are expected to recognize subject (naming part), and predicate (action part),
correctly use nouns, pronouns, verbs, contractions, and adjectives in their writing.
4. Sentence Structure: The student will demonstrate appropriate sentence structure in writing declarative,
imperative, interrogative, and exclamatory sentences for different modes of writing.
a. Write in complete sentences.
b. Write sentences using a noun, verb, and details.
http://ok.gov/sde/sites/ok.gov.sde/files/C3langartsPASS.pdf
Prior knowledge: (What students already know)
1. Students will have had a previous lesson over sentence formation. Students should have
Have a general recognition of adverb, verb and adjective.
Prior experience with Sentence building and correct punctuation.
Observations/Rationale:
I discovered that the students were having trouble distinguishing verbs from adverbs and adjectives in the
reassessment I had conducted at the beginning of the unit. Students also struggled with whole group
lesson on sentence building previously.
The student will gain the ability to distinguish what a verb is and how it is used in a sentence by
verbally identifying a verb through text.
The student will gain the ability by distinguishing verb through writing a complete sentence
including a subject and a verb.

Materials Needed
Lesson from:
http://www.scholastic.com/browse/lessonplan.jsp?id=1435 (modified)
Other Sources used:
http://grammar.ccc.commnet.edu/grammar/definitions.htm
http://www.enchantedlearning.com/wordlist/verbs.shtml
http://www.vectorstock.com/royalty-free-vector/octopus-outline-vector-1118324
Mentor Text:
My Very Own Octopus by Most, Bernard.
Materials:
Highlighters
Markers/Color pencils/Crayons
Octopus Activity Sheet
Student Groups:
Whole Group for reading
Individual work for activity
Whole Group Share
Mini Lesson Format:
Connect (Engagement/Pre-reading):
1) Before reading discuss the author, illustrator and predictions.
2) Discuss prior lesson over verbs; see if anyone remembers what a verb is.
3) Ask the students to raise their hand when they hear a verb while reading My Very Own
Octopus by Bernard Most to the class.
4) Have the students repeat the verb aloud with you after the verb has been discovered. ( This part
repeats itself within the text)
5) Discuss the different activities that the boy in the book did with his pet octopus.

Teach (Model/Explain)
1) Explain what is included with in a complete sentence and define what is included in a
complete sentence.
The subject of a sentence is the person, place, thing, or idea that is doing or being something.
You can find the subject of a sentence if you can find the verb.
Verb: a word that describes an action or a state of being,
like wiggle, walk, run, jump, be, do, have, or think.
2) Discuss the activity sheet while still in a whole group setting.
3) (Model) I will show the students an activity sheet that I have previously created. I will ask
the students to tell me the verb in my sentence and highlight the verb with my highlighter.

Active Engagement:
1) Have students choose their choice of coloring material (e.g. markers, color pencils, ect.) and
obtain an activity sheet from the workstation.

2) Students will work independently on their activity sheet. The student will write a complete
sentence which includes a subject and a verb.
3) After activity is completed the class will combine back into whole group and share what they
have written.
4) The student will highlight the Verb they have written in their sentence strip once the verb has
been identified by a classmate.

Link (Articulating the expectation that students will now use this skill/strategy when reading or
writing)
1) Students will be able to conduct a complete sentence including a subject and a verb.
2) Students will distinguish the verbs in their sentence by highlighting their verb during whole
group share.
3) Students will have a better understanding of what a verb is and how a verb is used in a
sentence.
4) Activity sheet will be displayed on a topic board containing sentence structure and verb usage.
Modifications
English language Learners
1) May require pre-written sentences that include a blank space for verb placement.
Special Needs
1) May require increased instruction during independent work or increased time to complete the
activity.

Assessment/Evaluations
Assessment:
Assessment will be completed throughout the lesson. Assessment of student understanding will be
conducted during discussion after reading and during group share.
Evaluation:
3 POINTS
2 POINTS
1 POINT
Student Shows understanding Student Shows understanding Student does not understand
of what verbs are and how
of what verbs are abut is
how verbs are used and is
verbs are used in a sentence
unable to show how verbs are unable to show how to use
structure.
used in a sentence structure.
verbs in a sentence structure.

Reflection
The students acquired a better understanding of what verbs are and how to use verbs in a sentence.
Students are ready to move on to a wider variety of sentence and vocabulary building.