Teacher Candidate: Kristin Foster Title of Lesson: Nouns and Verbs make a Sentence Grade Level: 1st grade

Subject Area: Language Arts Lesson Location: General Education classroom Grouping: Large group Lesson Topic: A simple complete sentence has a noun and a verb. Learning Targets: The primary target is that students will create a complete sentence by the end of the 35 minute lesson. The secondary target is that students will be able to identify nouns and verbs in the teacher examples/large group and in their own independent work. 3. Common Core Standard/ 21st Century skills Standard: 3. Writing and Composition (First Grade) 2. Appropriate spelling, conventions, and grammar are applied when writing a. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.1.1) 4. IEP Goal Jeremy will write sentences using a capital at the beginning and a period at the end 100% of the time assessed by general education teacher. 5.Specific Strategy I will use a mnemonic to help children remember the definitions of a noun and a verb. I will help children pay attention by allowing them to create and critic examples. I will use a graphic organizer to help students create complete sentences. The use of color will assist students in remembering to use both a noun and a verb. Students can create sentences from the already color-coded word bank or they can begin to create their own, still placing each structure in the correct colored box. 6.Background knowledge Students must have the perception and symbolization to be able to tell the difference between two words and understand the meaning behind it. They should also be able to be cognitively pay attention to the lesson with given brain breaks. 7. Behavior management Students will sit in assigned seating. We will discuss whole body listening to set the expectations for the lesson. Children with a extremely hard time sitting still will be aloud to have a fidget however their eyes must remain on me. I will brain breaks and movement in order to maintain attention. I will preplan to ignore specific behaviors, use the broken record, and strike system if needed. Redirections, and refocusing are the most powerful way to regain positive behavior. 1. Anticipatory set

I will use the attention-getting signal. I will say, Today we will about complete sentences. Oh wait, that didnt sound right, that was not a complete sentence, let me try again. Today we are learning about complete sentences. Then I will read a mix of complete and incomplete sentences. I will tell them if they can act it out or imagine the whole thing happening it is most likely a complete sentence. I will ask the students to give me a thumbs up or thumbs down. I will explain that when babies are learning how to talk they do not use complete sentences, (dog, up please, help) but we are older and sophisticated so we should use complete sentences. 2. Teaching-direct instruction I will first review the definition of a noun and verb using multisensory, 3-8 word definitions. (A nouns is a person, place or thing. My grandma, Indiana or banana. Verb, verb, verb is an action word; to kick, to lick, to pick.) Then I will demonstrate that if I were to just say, My grandma ice cream people would be confused. We need both a noun and a verb in a sentence in order for other people to understand us. I have a graphic organizer to help me remember my noun and my verb. I am going to put my nouns in the blue box and my verbs in the red box. But what if I only had a noun and a verb Grandma licked then that also would not make sense. We need a subject to, Grandma licked the ice cream. Now that is a complete sentence. Watch! The dog ran to catch the ball. The dog is the noun he will go in the blue box, ran is the verb, ran will go in the red box. Then rest of the sentences (the subject) will go in the yellow box. That sentence makes sense I know there is a dog and I know what he is doing. I am going to read a sentence and I want you to look for the noun and verb. My dad cooks yummy pizza. Raise your hand if you can find the noun? Raise your hand if you can find the verb? Does it go in the blue or red box? Good job! Now we can imagine a dad cooking pizza, its like a video playing in your head. Now you can create your own. We need who and what they are doing. The Monkey (blue box) peeled (red box) the banana. Lets create complete sentences as a class. Raise your hand if you have a noun we can use? Okay and now we need an action (a verb) for the firefighter to be doing. Good, where does the verb go? And where do the rest of the sentences go? The firefighter slid down the pole. Give me a thumbs up if that sounds like a complete sentence. Okay now we will go around the group and I want you to say a complete sentence using a noun and a verb. Class we will give a thumbs up or thumbs down to whether or not it is a complete sentence. I will also need to explain that this is called a simple sentence. It is important that they know that a sentence can have more than one noun, but the important noun is that one that is doing or receiving the verb. I will also explain that the yellow box, the subject and connecting words, can be placed before, after or in between the noun and verb. 3. Checking for Understanding I checked for understanding during the guided practice and I will also check before they do their independent sentences.

Knowledge- What is a noun? What is a verb? What does a complete sentence need? Comprehension- Give an example of a noun. Give an example of a verb. Give an example of a complete sentence. Application- When should we use complete sentences? Answer questions about a picture in a complete sentence. AnalysisEvaluation- Why do we need to speak in complete sentences? 4. Reteach If students are having a hard time understanding the concept I will have a student get up and do an action. I will say we are going to play a game. I will say a sentence and the students have to make the sentence happen. I will say the students are jumping. After I say stop, I will ask who is doing what? What is the noun and what is the verb? Next I will say, Julia is sleeping. I will hand Kevin a piece of paper and say The paper was ripped. After each one I will ask what the noun and verb are. A Student can then do an action and the other students can use a complete sentence to describe what is happening. Again I will ask what the noun and the verb are. 5. Generalization I will explain that we need to speak and write in full sentences so that people can understand exactly what we mean. We need to speak in full sentences in order to tell people what we want, what we have seen and what we want to create. I will explain that when we read books, the books are written in full sentences. 6. Closure I will explain that we have learned how to use a noun and verb to write a complete sentence, so that people understand what we are saying. The graphic organizer helps us figure out if we have created a complete sentence, if we have blue, red and yellow we know we have created a complete sentence. 7. Independent Practice In order to practice students will use the graphic organizer to write complete sentences. They will tell their sentences to a partner and the partner will then act out their sentence. They will use the complete sentence graphic organizer. If students need help they can look at the color-coded words on the board to use a blue and red word in order to make a complete sentence. Students do not need to use the words on the board if they can come up with their own verbs and nouns. I will encourage them to be creative and independent and create their own complete sentence. 8. Evaluation

When completing the independent practice I will observe the students who need to go up to the board for help coming up with nouns and verbs, I will make a mental note that those students do not feel confident to create complete sentences by themselves. I can look at the graphic organizers that they have completed, and if they will perform their complete sentences with a partner this will also help me evaluate their understanding. I will also evaluate their understanding when I check for understanding and take mental note. I can move their name magnets on the white board around if I need help remembering. The next day we will write a story, which will also help me evaluate their ability to write complete sentences