Lesson Plan by Nick Smith Lesson Nick Noun and Victor Verb (This lesson was originally called

"Nicky" Noun and Victor Verb. I liked that it had my name in it and decided to change that part of it.) Length: Three ! minute class periods for each lesson and two one hour blocks for the final story. Age/Grade Intended: "nd#!th grade. $or my lesson I am going to focus on third grade. Academic Standards: Grammar 3.6.4 Identify and use past (he danced)% present (he dances)% and future (he will dance) &erb tenses properly in writing. Performance Objectives: 'fter completing the lesson% students will be able to write a one or two page story that use past% present and future tenses correctly% noting that past tense uses the #ed ending and the future tense uses the word "will"% with at least ()* of their sentences in the correct tense. Assessment: (This is taken directly from the original lesson plan% with the e+ception of the statements in brackets.) ,lace Nick Noun and Victor Verb in a prominent place on the wall% and ha&e the class write a story using nouns and &erbs% -or whate&er other grammar you happen to be working on. from the cut#outs. -/hat0s nice about this lesson is that it can be used for more than nouns and &erbs.. -I would look to see if all parts of speech are included that we had been working on.. Advanced Preparation: 1ather big paper% writing utensils% scissors and any other supplies needed so students can trace one another for their copies of the outline. (Gardner: odily !inesthetic" 2ake% or find an outline of human body with body parts labeled to place on the chalkboard as the class e+ercise copy. This will be Nick Noun. 2ake or find a second blank outline for Victor Verb. This will ser&e as an idea generator of particular &erbs to do with each body part. 3reate magnetic &erb flashcards for the chalkboard so as students come up with ideas they may place their idea on Victor Verb. If a student comes up with an idea that you do not ha&e a card for ha&e them use a sticky note to place on that body part. (Gardner: odily !inesthetic"

Proced#re: Introd#ction/$otivation: Today we are going to get up out of our seats and ha&e some fun creating sentences with sub4ects and &erbs. These are not going to be 4ust any kind of sentences though. /e are going to create sentences using our different body parts as sub4ects and use &erbs that we can do with our body. ($or e+ample5 2r. Smith dribbled the basketball with his hands down the court.) To help us out we are going to make two friends5 Nick Noun is going to help us with the parts of the body we want to use in our sentences and our friend Victor Verb is going to help us create some e+citing &erbs that we can do with those body parts for our sentences. To begin today0s lesson% we are going to first learn what past tense &erbs are. 6. Step%by%step plan: 2ini lesson on past#tense and future tense &erbs. This part of the lesson could be done o&er a period of three class periods. 7ay 8ne5 7iscussion of &erb ideas and 9egular past tense &erbs: 7ay Two5 ;se the &erbs from pre&ious day0s discussion to introduce Irregular past tense &erbs. If needed help to create more irregular &erbs: 7ay Three5 ;se &erbs generated to introduce $uture tense &erbs. To do a bit of a re&iew ask the class if someone can e+plain in their own words what a present tense &erb is. ( loom: &omprehension" 8nce day one0s mini lesson is completed% transition to step two. <efore doing so% remind the students they are going to create their friends. ('ime allo(ed: )* min#tes" 'llow children to pass out supplies necessary. (,aper% scissors) (Gardner: odily !inesthetic" ('ime allo(ed: ) min#tes" >a&e students pair up to trace each other for Nick Noun. 'llow students to take turns tracing each other. ?+plain that their tracings do not ha&e to be perfect and that they should trace as @uickly as possible% while

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still doing their personal best. 8nce students are completed with the task% ha&e them return to their seats and label their friend Nick Noun. (Gardner: odily !inesthetic" ('ime allo(ed: +o more than ,* min#tes- If st#dents complete tas. before/ move on to ne0t step-" Auickly ha&e students name body parts they think of by raising their hand. 's each student thinks of a body part% ha&e them write it on the class friend Nick Noun. ( loom: !no(ledge1 Gardner: odily !inesthetic" 8nce students ha&e ran out of ideas% the teacher should point to body parts and call on people to name them and come up to the front and label as before. 8nce you ha&e allowed sufficient time% go on to the ne+t step. (Time allowed5 6)#6! minutes) 9epeat step " only substituting the name Victor Verb. They may choose to switch partners if they choose. 9emind them if they choose to switch partners to do so @uickly and @uietly. (Same 1ardner and time allotment.) >a&e a class discussion pointing to the body parts the class labeled in step =% and come up with &erbs that people do with those body parts. 's students come up with &erbs% ha&e them put the appropriate magnet label on the appropriate body part of Victor Verb. If there is not a label for the action the student chooses% allow them to create one with a sticky note. 7o each day for three days focusing on each concept below. The &erbs on the magnets are present tense. I would ha&e students change into past and future tenses. ( loom: !no(ledge" ('ime allo(ed: ,2 min#tes" 7ay 65 9e&iew present tense &erbs. $ocus on regular past tense &erbs. (i.e. those &erbs that end in #ed. ?+ample5 2r. Smith kicked the soccer ball with his feet.) 7ay "5 $ocus on irregular past tense &erbs. (?+ample5 2r. Smith swam the ?nglish 3hannel. ?mphasiCe that the correct word is "swam" and not "swimmed.") 7ay =5 $ocus on future tense &erbs emphasiCing that all future tense &erbs include the word "will" before the &erb. (?+ample5 2r. Smith hopes that he will shoot ") three#point baskets without missing any.) To assess students at each point ha&e them write one sentence of their own for each of the three days. The idea for the story came from the original lesson plan with more detail added by me. 't the end of the three day unit% spend Thursday and $riday ha&ing students write a 6 page story of their own using &erbs that they learned o&er the pre&ious three days. 8n Thursday% ha&e the students pre#write and rough draft. Spend the first part of $riday peer editing and re&ising. Spend the last part of $riday handwriting or typing a final copy of their story.

&los#re:

Adaptations and 3nrichment: Adaptations: Those students who ha&e motor de&elopment issues5 >a&e their two shapes cut out for them. This may also be good for '7>7 and ?7 students who may ha&e trouble working with a partner. $or D7 students allow them to only write a half page story instead of a full page. 3nrichment: $or those students who are gifted allow them to write as much as they want. /hen it is time for peer edit allow those students to work together. 7o not pair a gifted student who wrote a fi&e page paper with an D7 student who only wrote a half page and e+pect the D7 student to read all fi&e pages.