Parts of Speech:

April 13, 2016:

12:00PM- 1:00 PM:
Teacher: Elisabeth Judd

Grade: 3rd

Standards:
3.SL.1 Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with
diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. a. Come
to discussions prepared having read or studied required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under discussion. b. Follow agreedupon rules for discussions
(e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics
and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and
link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the
discussion.
3.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or
speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions
in particular sentences.
Objective: SWBAT correctly apply nouns, pronouns, adjectives, verbs, and adverbs in written language by using a
graphic organizer to complete a story.
Assessment/Evaluation/Evidence of Mastery (Measurable): At least 80% of students will receive an 80% (4/5
points) on the exit ticket story.
Sub-objectives:
Define key vocabulary
Identify parts of speech in a sentence
Classify words by part of speech and explain classification
Create a story using parts of speech correctly
Key vocabulary:
Materials:
Noun: a person, place, thing, or idea
Foldable (for each student)
1

Pronoun: a word that takes the place of a noun

Adjective: a word that describes a noun
Verb: an action, or linking, word
Adverb: a word that describes a verb

Sample story
Power point slides with example sentences
and sentence frames
Grammar markers to go around the room
(noun, pronoun, adjective, verb, and adverb)
Story template/exit ticket

~7 minutesInstructional Input

Opening (state objectives, connect to previous learning, and make relevant to real life, anticipatory set): (5-10
minutes)
Students will be instructed to come in from lunch and have a clear desk with a pencil ready. We are going to
choral read our objective for this lesson as a class. As a class they will read off the board, I can correctly use
nouns, pronouns, adjectives, verbs, and adverbs. Teacher will poll the students using the question, how many of
you have heard of any of these words before? What do you think they mean? Take a few student volunteers to
share their response. Then, a preselected student will read aloud their morning routine without using nouns. Did
this story makes sense? Why or why not? Wouldnt it be funny if people talked like this all the time? Teacher will
explain the importance of correct grammar.
Teacher Will:
Present the definitions of key vocabulary using total
physical response (TPR) movements and on the
board.
Everybody open the first flap of your foldable. This
is a definition of a noun. Take thirty seconds when I
say go to label this flap noun. Go.
Ready for words. Teacher will wait for students to
fold their hands to show they are ready.
A noun is a person place thing or idea. Teacher will
use TPR motions to define noun.

Students Will:
Listen to definitions of the parts of speech and
take notes in their foldable.
Participate in TPR movements of each part of
speech.
Students will mirror movements and echo
definitions for each part of speech.
As a check for understanding of vocabulary,
students will teach the teacher the TPR
movements for the parts of speech.
Students will ask any questions that may arise.

Continue as above for each key vocabulary word:

2

Noun: a person, place, thing, or idea

Pronoun: a word that takes the place of a noun
Adjective: a word that describes a noun
Verb: an action, or linking, word
Adverb: a word that describes a verb

~20 minutesGuided Practice

Differentiation (ELL):
Students will be provided with a word bank if needed to complete their foldable.
Teacher Will:
Present and model movements representing each
part of speech. Then, teacher will state words for the
class to identify the part of speech using
movements.
During this activity, I am going to present you all
with a word. You will then identify if it is a noun,
verb, adjective, pronoun or adverb using motions.
The motion key is on the board for you to follow.
Each part of speech has a different motion. If the
word is a noun, you will do squats, which look like
this. If you are not able to do a squat you may raise
your knees. Teacher candidate will go through each
motion and provide a modification for each
movement.
I will say a word, when I clap once, you will start
your movement. You will keep doing this movement
3

Students Will:
Actively listen and watch the modeling of
movements representing different parts of speech.
Volunteer student will repeat the start and stop
signal.
Students will follow expectations promptly to begin
the activity.
Students will then use movements to represent the
part of speech of the particular word presented by
the teacher.
Students will demonstrate understanding of the
directions for the notecard walk by pointing to
where they would go for each part of speech.

until you hear two claps. When there are two claps,
you will freeze like a soldier. Teacher will model the
start, stop and freeze signals.
For example, I will say the word is sun. When I clap
once you will start to do squats. When I clap twice
you will freeze in solider position.
Teacher will do a check for understanding with the
directions for the signals. Who can remind us what
the start and stop signals are?
When I say go, I need you to stand up, push in your
chairs and stand like a soldier. This will show me that
you are ready to start.
Teacher will present words to students. Teacher will
give feedback based on student responses.
Next, each of you is going to receive a notecard. On
the notecard there will be an underlined word. It is
your job to keep your word a secret, identify which
part of speech it is and move to the appropriate
area. There will be posters on the wall for you to
know where to go in the room for that part of
speech.
TC will distribute cards to each student face down.
Leave the card face down until I say go. When I say
go, you will have one minute to walk to the
appropriate zone in the classroom.
Once you are in the appropriate area, you will do
the movements that define that part of speech.
4

Students will recall TPR movements for each vocab

word.
When instructed, students will read the notecard
given to them, and identify which part of speech it
is by moving to the zone in the given amount of
time.
Once students are in the zone they will complete
the TPR definition quietly until the time goes off.
Students will explain to a partner why their word is
that part of speech. Volunteers will share with the
class.
Students will then go and sit back down in their
seats.

Before we begin lets the practice the definitions one

more time. TC will practice the TPR definitions for
each of the five parts of speech. Go.
Now that we are all in a zone, you will explain to a
partner why your word is that part of speech. TC will
have sentence frames posted on the markers for
students to reference if necessary. TC will select
volunteers to share out an explanation.

~13 minutesIndependent Practice

TC will instruct students to return to their seats

quietly.
Differentiation (ELL)
Students will have a sentence frame, on the marker, to use during the pair share if needed to help explain
their word, such as My word is
. It is a verb because..

Teacher Will:
Now that we have done activities about the parts of
speech it is time for the exit ticket. TC will handout
the story handout.
Each of you will receive a story with blanks. Each
blank will be labeled with a part of speech. Also, you
will have a word bank. Using the word bank and the
labeled parts of speech you will fill in the blanks to
make the story make sense. Once you are finished,
please make sure your name is on it and flip it over
on your desk. Then, you will find something at your
desk to do quietly. You will have ten minutes. When
the timer goes off we are coming back to whole
group. Remember this is a quiz and it needs to be
silent.

Students Will:
Listen to the directions and ask questions if
confused.
Read the story and fill in the blanks on their
handout to make the story make sense.
When finished, find something to do quietly at
their own desk.

Differentiation (ELL)
Students will be given a word box appropriate for their level and anticipated needs. High students will not
receive a word box, low students will receive a very simple word box, and the students in between will
receive a word box with more options.
Closing/Student Reflection/Real-life connections: (10 minutes)
TC will have student volunteers to read their stories aloud for the class. Students will be instructed to turn in their
papers and clear their desks. We are going to revisit our objective for the lesson as a class. As a class they will
read off the board, I can correctly use nouns, pronouns, adjectives, verbs, and adverbs. Teacher will poll the
students using the questions, Why is it important for us to understand parts of speech? When is it useful to
know the different parts of speech?
Additional Accommodations which might be made:
Students with gifts/talents: Students will have extra tasks to complete if they are finished early.
Students with special needs: We have a one-on-one aid in the classroom. Students may need more time to
write, and will be partnered during practice.
Resources: