UNION UNIVERSITYS LESSON PLAN FORMAT

(Template available at http://www.uu.edu/programs/epp/resources/)

Revised Summer 2014

Name Samantha Konstantin

Date April 6, 2017 Grade/Subject ELA/Third Grade

TENNESSEE ACADEMIC STANDARD(S):

CCSS.ELA-LITERACY.L.3.1.A
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their
functions in particular sentences.
CCSS.ELA-LITERACY.L.3.1.G
Form and use comparative and superlative adjectives and adverbs, and choose between them
depending on what is to be modified.

GOAL(S):
Students can define an adverb
Students can identify comparative and superlative adverbs
Students can generate adverb examples

LEARNING OBJECTIVES, ASSESSMENT, AND THINKING:

Level of
What measurement
Thinking in
criteria will be used
Formative or Blooms
Learning Objectives to assess the
Summative Taxonomy OR
(stated behaviorally) objective?
Assessment? Webbs
(minimum of 3 for
Depth of
the lesson)
Knowledge
TLW identify the Student activity Formative Knowledge
function of an adverb
TLW generate Student observation Formative Synthesis
adverbs in a
sentence
TLW form Exit ticket Formative Application
comparative and
superlative adverbs

WHAT IS THE IMPORTANT THING?

Students can identify an adverb, the function of an adverb and use an adverb in a
sentence

PRIOR KNOWLEDGE/SKILLS:
Verbs, sentence structure

INSTRUCTIONAL PROCEDURES:

Lesson Opener (5 minutes)

o Attention-getter:
o Walkaroundastudent'sdeskslowly.
o Writeontheboard:"Theteacherwalked."
o Hook
o Havestudentstellyouwhen,where,orhowyouwalked.
o Recordstudents'responsesontheboard.
o Underlineandidentifythewordsthattellmoreabouttheverbasadverbs.
o Bridge (relate to past learning)
 Askstudentswhatanadjectiveis,awordthatdescribesanoun.Askstudentswhatanounis.Ask
studentswhataverbis.Askstudentsiftheyknowawordthatcandescribeaverb
Development of concepts and/or skills
o Step-by-step Explanation (include planned questions, differentiation,
technology integration (5 minutes)
o IDOExplaintostudentsthatanadverbtellsmoreaboutaverb.Adverbsusuallytellwhere,when,or
how.
o Writethefollowingsentenceontheboard:"Theschoolbusleftearly."
o Askstudentswhenthebusleft.
o Discusswithstudentshowaskingyourselfwhen,where,orhowafterreadingasentencecanhelpwith
identifyingadverbs.
Guided practice (include how it will be monitored and assessed) (5 minutes)
o WeddoWritethefollowingsentencesontheboard,leavingablankforadverbs:

1.Irun_____________.

2.Theylook_________.

3.Awomanscreams__________.

4.Wetalk___________.

o Askstudentstocompletethesentencesusingwordsthattellmoreabouttheverbs.
o Havestudentsdescribeeachadverbusinghow,when,orwhere.
o IntroduceadverbsthatcomparetwothingsascomparativeSarahisshorterthanMia.Onlytwothingsare
beingcompared:pointouttheendingaddedtotheworder(two)
o Introduceadverbsthatcomparemorethantwothings,assuperlativeSarahistheshortestintheclass.
Sarahisbeingcomparetherestoftheclass;pointouttheendingaddedtothewordest(three)
o Havestudentsmakecomparativeandsuperlativeadverbsabouttheclass.
TheydoStudentswillidentifytheirlearningstylepreferencebetweenauditory,visual,orkinesthetic/tactile.
Fromtherestudentswillbeplacedintogroupsaccordingtotheirpreferences
Eachgroupwillhaveanactivitydependentontheirpreference
AuditoryStudentswillcreateasongdescribingwhatanadverbis,andgivingexamples,andidentifythewayadverbscan
describeaverbhow,when,orwhere
KinestheticStudentswillwritesentenceswithadverbs,onemustbecomparativeandonemustbesuperlative.Studentswill
thenactouttheirsentencesintheclass
VisualStudentswillcreateananchorchartfortheclassroom.Studentsmustdefineadverbandwritethethreecriteria
adverbscandescribe,theymustwriteexamplesandprovidedrawingstogoalongwiththem.Theymustalsodefine
comparativeandsuperlativeadverbs.
Studentswillpresenttheiractivitiestotheirclassmates.
Oncestudentsarefinishedworkingtheywillcompleteshortsurveyongroupparticipation

Alternative and/or supplemental activities for additional practice

o Students can work in small group with teacher to identify different parts of a
sentence
o Students can determine different superlative and comparative forms of irregular
adverbs

Lesson Closure (include question for reflection) (5 minutes)

o Askavolunteertotellwhatanadverbis.
o Askanothervolunteertogiveanexampleofanadverb.
o Askanotherwhyanadverbwouldbeusedinasentence
o Askastudentwhatcomparativeadverbisandsuperlativeadverb
o Askanothertogiveanexampleofcomparativeadverbandsuperlativeadverb
o YoudoProvideexitticketwherestudentsplaceanadverbinthesentenceusingthedescriptorprovidedsuchas
how,whenandwhere
 Accommodations for individual learners with disabilities (include adaptations
for at least three types of disabilities)

Disability
(low/high cognition, behavioral differences,
Accommodation specific to this lesson
learning disabilities, hearing/visually impaired,
physically impaired)
Visual Learners Students create a visual to define
adverbs and provide visual example
Auditory Learners Students create a song to define
adverb, the ways an adverb
describes and an example
Kinesthetic Learners Students create sentences using
adverbs and two must be
comparative and superlative.
Students must act out their
sentences in class

FUTURE ASSESSMENT/ACTIVITIES THAT SUPPORT RETENTION OF CONCEPT(S) &/OR

SKILLS:
Adverb assessment

CROSS-CURRICULAR/MI ADDRESSED:

CLASSROOM LEADERSHIP/MANAGEMENT STRATEGIES TO BE USED:

Preventative: XGreet, seat, complete

X Active learning/multiple modalities incorporated
Cl Mgmt Plan: Rules/consequences/routines/procedures
Parents contacted
Supportive: X Directions given
XStudents redirected
XPositive learning behaviors recognized
Academic feedback given
Proximity control used
XIndividuals/small groups monitored
Appropriate learning behavior cued
Lesson pace considered
Teacher withitness anticipated
XClassroom management plan implemented
(routines/consequences/routines/procedures)
Corrective: Procedures and rules cued
Individual behavior observed
Individual behavior described
Correction for individual behavior planned
Plan executed

ROOM ARRANGEMENT, MATERIALS, AND TECHNOLOGY NEEDED FOR THE LESSON:

REFLECTIONS ON TEACHING AND LEARNING:
1. How do you think the lesson went (be specific)?

2. What was the strongest component of the lesson?

3. What instructional component needs the most refinement and what do you plan to do
to improve that area?

4. How did you know which students accomplished the goals and objectives of the lesson
and which did not?

5. How did you provide academic feedback to your students?

6. What insights are you discovering about your teaching?

7. How did your choices and actions of classroom management support student
learning?