Grade: 6 Subject/Unit: Language Arts

Teacher: Miss Marshall Lesson: Grammar Review – Verbs, Nouns, Adjectives

Desired Results (what will students learn?)

*This lesson will serve as a review of the grammar basics to move students towards the following Grade 6
outcomes:
4.2 Attend to Conventions
Learning Attend to grammar and usage
Outcome(s)  use complex sentence structures and a variety of sentence types in own writing
Attend to spelling
 edit for and correct commonly misspelled words in own writing, using spelling generalizations and the
meaning and function of words in context
Students will be able to:
Lesson
1. Distinguish between a noun, verb and adjective
Objective(s) 2. Correct grammatical errors found in various media sources

Assessment Evidence (how will you determine student learning?)

Summative Formative  Observation: participation and group response sheets to station
 n/a
Assessment Assessment #4 (Twissues)

Learning Experiences/Opportunities (what will students do to learn it?)

 SnapChat videos of instructions
Tech  Upload videos to Classroom night before session
Station 1 Station 3 Station 5
 “Categories - Noun Edition” 4x6 frame  “Verb Kaboom!” 4x6 frame  “Real World Grammar Fails” 4x6 frame
 Category cards  Phrase and Kaboom popsicle sticks  “Real World Grammar Fail” cards
 Chromebook  Chromebook  Chromebook
Resources
Station 2 Station 4
to Prepare  “Adjective Hangman” 4x6 frame  “Twissues” 4x6 frame
 1 mini whiteboard & marker  Red pen
 Adjectives list  5 sets of 12 “Twissues”
 Chromebook  Chromebook

Time Allotment Content/Description Notes

Introduction/Attention Grabber:
 “Today, we’ll be going through some grammar stations that focus on verbs,
nouns, adjectives and some common grammatical mix-ups and spelling
errors. None of this should be new to you, we just want to do a quick review
to gauge where everyone’s at before moving forward.”

Explain station setup:

o 5 stations labelled 1 through 5 (see table signs)
 Review of nouns, adjectives, verbs
o Chromebook at each table
9:45am and identification of spelling and
o First person at the table is to login and go to classroom but wait for
3 minutes grammar blunders
the other table members before watching the instructions video
 Station based lessons
o When everyone has been assigned a table, as a group, watch the
instructional video that goes with your table number
o At the end of 7 minutes, the doorbell will a signify a switch to the
next table. Table 1 to table 2, table 2 to table 3, and so on. Table 5
will go to table 1
Transition:
 “I’m going to number you off one through 5. If you’re the first person to a
table, please login to classroom.”

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ED3501 – Section AB (Fall, 2018)
 Grade: 6 Subject/Unit: Language Arts
Teacher: Miss Marshall Lesson: Grammar Review – Verbs, Nouns, Adjectives

 Number off the first 5 people; ensure they’re all logging in for their table
before continuing to send people to stations

Station #1: Categories – Noun Edition

Teacher Prompts/Cues/Explanations
 Instructions (instruction video on classroom)
1. Everyone begins with 10 points
2. Choose a person to start
3. The person who starts draws category card and names a noun that fits with that category
4. Go around the table taking turns naming different nouns that fit with that category
5. When someone can’t think of a new noun within 5 seconds, that round ends and that person loses 1 point
6. Then, they draw a card, name the first noun, and the game repeats
7. The person with the most remaining points at the end of the 7 minutes wins
Student Actions
7-minute
 Participating in game
intervals
Guiding/Prompting Questions
 Q: “Remind me, what’s a noun?”
A: person, place or thing
 Q: “For names of teachers and Disney characters, we’re using nouns, but they’re a special kind of noun. Does
anyone know what they’re called?”
A: proper nouns
Check for Understanding/Performance Indicators
 Ensure the answers being called out are indeed nouns
 If the game is ending every time it gets to one person, switch to teams (3 against 2)
Transition Cues
 Ringing of the doorbell at 7 minutes; table 1 moves to table 2
Station #2: Adjectives Hangman
Teacher Prompts/Cues/Explanations
 Instructions (instruction video on classroom)
1. Choose one person to be the "host"
2. If you are the host, choose a secret adjective from the list
3. Draw a blank line for each letter in the word on the mini whiteboard
4. Players take turn guessing letters
5. Host fills in the letter in the blanks if the players guess correctly
6. Draw part of the "hangman" when the players guess wrong
7. When the word has been guessed or the hangman has been drawn, switch hosts and begin a new game
7-minute with a new adjective
intervals Student Actions
 Participating in game
Guiding/Prompting Questions
 Q: “What is an adjective?”
A: a word that describes a noun or pronoun
 Q: “What was the last adjective you played? Does anyone know what it means?”
A: <adjective dependent>
Check for Understanding/Performance Indicators
 Participation, question responses and ability to guess adjectives before hangman is drawn
Transition Cues
 Ringing of the doorbell at 7 minutes; table 2 moves to table 3
Station #3: Verb Kaboom!
Teacher Prompts/Cues/Explanations
7-minute  Instructions (instruction video on classroom)
intervals 1. Choose a person to go first
2. First person draws a popsicle stick and identifies the verb
3. The table confirms whether they’re correct

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ED3501 – Section AB (Fall, 2018)
 Grade: 6 Subject/Unit: Language Arts
Teacher: Miss Marshall Lesson: Grammar Review – Verbs, Nouns, Adjectives

4. If they’re correct, they keep the popsicle stick; if not, it goes into a discard pile
5. The player to the left then draws a popsicle stick
6. When a player draws a Kaboom! stick, they lose all their sticks
7. The person with the most popsicle sticks in the end of 7 minutes wins
Student Actions
 Participating in game
Guiding/Prompting Questions
 “What is a verb?”
A: an action word; tells us what the subject of a sentence is doing
 “This game only has action verbs. Does anyone know what the other two types of verbs are?”
A: Linking verbs – connects the subject of a sentence to a noun or adjective that describes the subject (i.e.: am, are,
is, was, were, became, etc.)
Helping verbs – used before action or linking verbs to convey meaning (i.e.: was, did, have, may, etc.)
Performance Indicators
 Participation, question responses and ability to correctly select verb
Transition Cues
 Ringing of the doorbell at 7 minutes; table 3 moves to table 4
Station #4: Twissues (Twitter Issues)
Teacher Prompts/Cues/Explanations
 Instructions (instruction video on classroom)
1. Select a booklet containing 12 tweets with grammatical issues
2. Write the names of all your group members on the front page of the booklet
3. As a team, use the red pen to correct as many tweets as you can
4. Try to correct as many errors as you can find on each card (Hint: some have more than one issue)
7-minute Student Actions
intervals  Working as a team to edit “Twissues”
Guiding/Prompting Questions
 Q: “Are there any common mix-ups you’re coming across?”
A: “they’re, there, their; apostrophes; you’re, your; etc.”
Performance Indicators
 Participation in group activity, responses to questions and contributions to solutions
Transition Cues
 Ringing of the doorbell at 7 minutes; table 4 moves to table 5
Station #5: Real World Grammar Fails
Teacher Prompts/Cues/Explanations
 Instructions (instruction video on classroom)
1. Select a person to go first
2. First person flips the card and has 5 seconds to identify the grammar
fail
3. If they are unable to figure it out in 5 seconds, the person to their
left gets a chance to steal
4. This continues until someone identifies the fail in 5 seconds
7-minute 5. The person who identifies the fail keeps the card
6. The person with the most fail cards at the end of the round wins 
intervals
Student Actions
 Participating in game
Guiding/Prompting Questions
 Q: “Are there any common mix-ups you’re coming across?”
A: “they’re, there, their; we’re, were; etc.”
Performance Indicators
 Participating in game, correctly guessing fails
Transition Cues
 Ringing of the doorbell at 7 minutes; table 5 moves to table 1

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ED3501 – Section AB (Fall, 2018)
 Grade: 6 Subject/Unit: Language Arts
Teacher: Miss Marshall Lesson: Grammar Review – Verbs, Nouns, Adjectives

Lesson Closure/Cliffhanger:
 Ask students to return to the desk for a quick wrap up activity before recess
 Reinforcement/Assessment of Learning
 “Today, was a big overview of a few key grammar concepts. I’m going to give
each of you a slip of paper. Please put 1 think you found enjoyable and one  Remind students to grab
10:23am
thing you found difficult from today’s lesson. I’ll collect those exit slips on belongings before recess; Math
7 minutes
your way out the door to recess” unit test after recess
 Hand out exit slips
 Connections to Previous/Upcoming Learning Opportunities
 “We’ll take your responses from today’s stations into considerations for
planning our upcoming grammar lessons.”

Strengths
 Students were engaged and enjoyed all 5 stations
 There was an element of challenge which some students mentioned appreciating in their exit slips
 Instructions were available in both written and video format
Lesson Areas for Improvement
Reflection  6 minute stations would have allowed for more reflective feedback time at the end of the station
 The hangman game could be modified to something a little more PC, although I believe it worked in this setting as
it’s a game that is used by other teachers in the school and is one that our students enjoy playing
 Knowing that the editing stations were a little more challenging, I would give that heads up at the onset of the lesson

Page 4
ED3501 – Section AB (Fall, 2018)
 Station 1
Categories – Noun Edition
1. Everyone begins with 10 points
2. Choose a person to start
3. The person who starts draws a
category card and names a noun
that fits with that category
4. Go around the table taking turns
naming different nouns that fit with
that category
5. When someone can’t think of a new
noun within 5 seconds, that round
ends and that person loses 1 point
6. Then, they draw a card, name the
first noun, and the game repeats
7. The person with the most remaining
points at the end of the 7 minutes
wins
Station 2
Adjective Hangman
1. Choose one person to be the "host"
2. If you are the host, choose a secret
adjective from the list
3. Draw a blank line for each letter in
the word on the mini whiteboard
4. Players take turn guessing letters
5. The host fills in the letters in the
blanks if the players guess correctly
6. The host draws a part of the
"hangman" when a player guesses
incorrectly
7. When the word has been guessed,
or the hangman has been drawn,
switch hosts and begin a new game
with a new adjective
 Station 3 Station 4
Verb Kaboom! Twissues (Twitter Issues)

1. Choose a person to go first 1. Select a booklet containing 12

2. The first person draws a popsicle tweets with grammatical issues
stick and identifies the verb in 2. Write the names of all your group
members on the front page of the
the phrase
booklet
3. The table confirms whether 3. As a team, use the red pen to correct
they’re correct as many tweets as you can
4. If they’re correct, they keep the 4. Try to correct as many errors as you
popsicle stick; if not, it goes into can find on each card (Hint: some
a discard pile cards have more than one issue)
5. The player to the left then draws
a popsicle stick
6. When a player draws a Kaboom!
stick, they lose all their sticks
7. The person with the most
popsicle sticks in the end of 7
minutes wins
 Station 5
Real World Grammar Fails

1. Select a person to go first

2. First person flips a card and has 5
seconds to identify the grammar fail
3. If they are unable to figure it out in 5
seconds, the person to their left gets
a chance to steal
4. This continues until someone
identifies the fail in 5 seconds
5. The person who identifies the fail
keeps the card
6. The person with the most fail cards
at the end of the round wins
 Name: ________________
1. One thing I enjoyed was…

2. One thing I found difficult was…

Name: ________________
1. One thing I enjoyed was…

2. One thing I found difficult was…

Name: ________________
1. One thing I enjoyed was…

2. One thing I found difficult was…

Name: ________________
1. One thing I enjoyed was…

2. One thing I found difficult was…

Name: ________________
1. One thing I enjoyed was…

2. One thing I found difficult was…

Name: ________________
1. One thing I enjoyed was…

2. One thing I found difficult was…