Basic Lesson Plan Template

Name: Kelsey Maciag

Date: February 11, 2016
Grade Level: 1st
Subject(s): Writing and Math
Lesson # & Title: #1 Identify and sort different parts of speech from a text to form a graph.
Function of the Lesson (check all that apply):

Introduce New Skill or Content

Practice & Review
Remediation/Re-teaching

Content Standards:
L.1.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

L.1.5a Sort words into categories (e.g. colors, clothing) to gain a sense of the concepts the categories represent.

1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total
number of data points, how many in each category, and how many more or less are in one category than in another.

Learning Objectives (Aligned to Standards & Assessment Plan):

1. When reading The Berenstain Bears and the Missing Dinosaur Bone, students will identify nouns, verbs, and
adjectives by writing them in their notebooks with 90% accuracy.
2. When given the total number of nouns, verbs, and adjectives used throughout The Berenstain Bears and the
Missing Dinosaur Bone, students will be able to create a colored chart representing the quantities with 75%
accuracy.
Academic Language (Academic Language Demands and/or Academic Language Objectives):

Identify
Organize
Write
List
Tally

Assessment Plan (Aligned to Learning Objectives):

Formative Assessment: The student will demonstrate an understanding of nouns, verbs, and adjectives by
identifying words throughout The Berenstain Bears and the Missing Dinosaur Bone by raising their hand
while we periodically stop reading as a class. As a class we will make a list on the board while they make a list

EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

in their notebooks in each of the three categories, noun, verb, and adjective. This activity will help me
determine if each student has an understanding of what words are nouns, verbs, and adjectives.

Summative Assessment: The students will use the data list collected to create a color-coded chart to
understand which parts of speech are used most frequently throughout a story. I will be assessing the students
on the accuracy of their charts compared to the chart I created.

Procedures - Lesson Introduction:

1. Read The Berenstain Bears and the Missing Dinosaur Bone
2. Review what a noun, verb, and adjective is

Procedures - Lesson Body:

Presentation/Explicit Instruction (I do):

o Create a chart on the board
Each color represents a noun, verb, or adjective
Red = noun
Blue = verb
Green = adjective
o In each category write what a noun, verb, or adjective is with examples
Noun = person, place, or thing
Chloe, Chicago, computer
Verb = used to describe an action
running, jumped, flew
Adjective = word to describe a noun
smooth, purple, tangy
Structured and Guided Practice (We do):
o Use the book, The Berenstain Bears and the Missing Dinosaur Bone, to reread the story again. While
reading, the students will make notes of any nouns, verbs, or adjectives on their chart.
o I will observe by walking around the classroom when I take pauses every other page for students to
catch up on their chart.
o For the first couple pages of the book, I will stop and ask the students to share any nouns, verbs, or
adjectives they wrote in their chart to make sure everyone is comprehending the assignment and that
there is no confusion on how to decipher which word belongs to which category.
Independent Practice/Application (You do):
o On the white board, I will have each student write one word that applies to each category.
o I will make sure each student has the same amount of words in each category as I do in my answer
key.
o For the remainder of class, the students will work on completing their chart to go over at the end of
class.
o While fellow classmates continue to work, those that have the chart completed will be ask to work on
recognizing any challenging words throughout the book to create their own vocabulary list.

EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

Procedures - Lesson Closure:

1. Have each student share one noun, verb, or adjective of their choice to work on
completing the chart on the white board.
2. Students will be asked to find 5 different nouns, verbs, and adjectives out of their favorite book for class the
next day.

Instructional Materials and Support:

The book, The Berenstain Bears and the Missing Dinosaur Bone
Graphic Organizer Worksheet
Crayons; red, blue and green
Notebooks

Research and Theory Commentary:

1. Blooms Hierarchy of Learning, specifically the cognitive domain, states six levels students must go through to
master a particular subject or lesson. I start with the knowledge of what a noun, verb, and adjective is.
Continuing at least through the application level with having the students apply the skills and knowledge they
use for the in class assignment to find nouns, verbs, and adjectives in other books.
2. Vygotskys Sociocultural learning theory is also used focusing on the ZPD where I read through the book once
before explaining exactly what I was wanting them to accomplish. Then seeing what they knew about nouns,
verbs, and adjectives to eventually applying on their own once they fully understood the assignment and
specifically what nouns, verbs, and adjectives are.
3. Gagnes Conditions of Learning applies to any lesson as long as it is done properly. With this lesson, I gained
the students attention by reading the book to them, informed the students what I was expecting of them. I went
over the basics of different parts of speech with nouns, verbs, and adjectives. Guided the students in the ZPD
with practice, while providing feedback not just at the end of the lesson but throughout the lesson.

Worksheet for the students to write nouns, verbs, and adjectives found:
EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

Teacher Answer Key:

EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

Student Math Graph Worksheet:

EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

Teacher Answer Key:

EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016