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Stetson University Department of Education Daily Lesson Plan

Name: Date: Time:


Olivia Noboa and Alyssa Reed November 20, 2017 9:00-9:20
Big Idea/Topic: Parts of Speech Grade/ Subject
CPALMS/ Resource link: http://www.cpalms.org/Public/PreviewStandard/Preview/5926
Lesson Structure:
Small-group, mini-lesson
Standards: (CCSS/NGSSS)
LAFS.3.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking: b) Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their
functions in particular sentences.
Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)
Students will sort words to distinguish if they are singular or plural nouns.
Students will match noun and verb to the correct definition.
Students will identify basic parts of speech in provided sentences.
Language Objective(s): (Must include language skill/domain and function, may contain grammar, where appropriate)
o Students will listen to definitions of nouns and verbs.
o Students will read multiple words to determine if they are singular or plural nouns.
o Students will share their answers to the singular and plural sort.
o Students will read the definitions of nouns and verbs.
o Students will read sentences to identify the noun and verb.
Key Vocabulary (academic/content-defined in kid friendly terms): Instructional
Materials/Resources/Technology
(include hyperlinks to videos & websites)
o Noun: describes a person, place, thing, or idea
o Verb: an action or state of being o Whiteboard
o Singular: referring to one person or thing. o Markers for students to circle parts of
o Plural: referring to more than one person or thing. speech
o Singular noun: names a single person, place or thing. o Sentences
o Plural noun: names more than more person, place, or thing. o Singular and plural noun sort
o Definitions of noun and verb with
words on flashcards
o Sticky notes

H.O.T.S. Graphic Organizer/Thinking Map:


Bloom’s Taxonomy http://www.enchantedlearning.com/graphicorga
http://www.edpsycinteractive.org/topics/cognition/bloom.html nizers/

Analysis:
o Students will sort singular and plural nouns.
Application: o Singular and plural noun sorts
o Students will apply what they know about singular and plural nouns
to sort them onto the correct sheet.
o Students will apply what they know to match the definitions to the
nouns, adjectives, and verbs.
o Students will apply what they know about parts of speech to
identify nouns and verbs in sentences.
Stetson University Department of Education Daily Lesson Plan

Lesson Portion: Pacing ESOL Support


 How will you introduce the lesson, assess or activate For each level EL at each instructional step.
prior knowledge, motivate students to learn?
 How will the lesson develop or proceed? What steps will
you follow? What are the students expected to do?
 Highlight differentiated strategies.
Introduction/Building Background: (Link to Prior Knowledge) B, I, A: N/A
1. T: Today we will be discussing two parts of speech: nouns and
verbs. 1-2
2. Define these parts of speech: min. B: Allow students to point to nouns in the
Noun: a person, place, thing, or idea classroom.
Verb: an action or state of being Teacher gives examples of verbs. ELs act out
3. Give examples of parts of speech: verb.
Noun: bus, girl, Mrs. Woodward I, A: N/A
Verb: jump, run, eat
T: Now I want you to write down an example of a noun.
Students write example.
Now write an example of a verb.
Instructional Steps: B, I: Show picture with a singular noun (a
1. Explain what a singular noun is. house).
T: There are different types of nouns. We are going to focus on 20 sec. A: N/A
singular and plural nouns.
2. T: A singular noun names one SINGLE person, place, or thing.
Singular sounds like single, this is a good way to remember what a
singular noun is.
*Gesture to students by holding up one finger*
3. Explain what a plural noun is B, I: Show picture with plural noun (two or
T: A plural noun names MORE THAN ONE person, place, or 20 sec. more houses).
thing. It kind of sounds like PLUS meaning more than one. A: N/A
4. T: Now we are going to sort singular and plural nouns. (point to B: Read words to students to sort.
where singular and where plural nouns should be put) 2-3 I, A: N/A
Students read flashcards and place them on correct side. min.
Put the singular nouns under the singular side and the plural
nouns under the plural side.
5. Students complete singular and plural noun sort. B, I: Assist students with sorting.
**Assist when needed** A: N/A
6. T: ______, you are going share what you put for singular 1-2
nouns. min.
______, you are going to share what you put for plural nouns.
7. Explain singular/plural agreement with verbs B, I: Provide multiple examples to students.
Write examples on whiteboard. Provide examples on paper for them to see and
T: When we have a singular noun, the verb needs to have a ‘s’ at write “Singular noun = verb +s and
the end. Plural noun= verb”
Example: The girl walks to school. 2 min. A: N/A
T: When we have a plural noun, verb DOES NOT need to have the
‘s’ at the end.
Example: The girls walk to school.
T: When we change a word to make it plural, it can change the
spelling.
Read plural rules to students.
T: Let’s come up with a sentence together!
S: (students come up with sentence)
Ask students if the noun is singular or plural and if their verb has a
‘s’ at the end or not.
Stetson University Department of Education Daily Lesson Plan

8. Pass out definition cards and words (noun and verb). Read the B: Read definitions aloud to students.
definitions. I, A: N/A
T: Place the correct definition with the part of speech that 30 sec.
matches.
9. Students match definitions with words.
**Correct students if they need. Review definitions of noun and
verb. **
10. Pass out sentences to students to practice circling parts of B, I, A: N/A
speech. 10 sec.
11. Model the first sentence on the whiteboard. B, I: Is dog a person, place, or thing?
T: I am going to circle the nouns in blue and the verbs in red. Is dog a noun?
Example: My dog, Lola, barks when cars drive by the house. Is bark an action word?
T: The dog is a noun because it is a thing. Lola is the dog, so Lola 3 min. Is bark a verb?
is also a noun, too. Barks is a verb; it is an action word. A: N/A
T: Can you tell me why I circled drive?
S: (it is a verb)
T: Good! Drive is an action word or verb!
Write directions on whiteboard for students to refer to while
completing sentences: “circle the nouns in blue and the verbs in
red.”
12. Instruct students to circle the noun and verbs in the four B: Gesture to students “circle”.
sentences. 2-3 Allow students to use definitions to complete
min. this task.
I: Redefine noun and verb.
A: N/A
13. Students compare answers from sentences. B: Discuss with student before having him or
1-2 her share with partner.
min. I, A: N/A
Content/Procedural Closure: B, I, A: N/A
Content: Parts of speech refer to the functions of words in a
sentence. Identifying parts of speech will help us form sentences 30 sec.
when writing and helps us understand what we are reading.

Procedural: Thank-you for working on parts of speech with us


today. You can leave the materials here and go back to your desk.
ESE Modifications CPLAMS Access Points ESE Accommodations
http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed) N/A
Independent: N/A
Supported: N/A
Participatory: N/A

Assessment of Student Learning:


(congruent with instructional objectives)
Objective 1: Check if the students have correctly circled the noun and verb
in the provided sentences.

Content Summary (One to two paragraphs describing the content to be presented. Do not restate lesson. Show what YOU
know about the content supplemental to lesson. )

A noun is a person, place, thing, or idea. Some examples of nouns are: boat, Mrs. Woodward, boy, and shoe. Two types of
nouns are singular and plural. Singular nouns are a single person, place, or thing. Some examples of singular nouns are: cat,
pretzel, and bottle. Plural nouns are more than one person, place, or thing. Some examples of plural nouns are: dogs, shoes, and
chairs. Verbs are action words or a state of being. Some examples of verbs are: run, drink, and sleep. When there is a plural
noun, the verb should stand-alone. For example, “The girls ride the bus.” When there is a singular noun, the verb should end
with a ‘s’. For example, “The girl rides the bus.” Nouns and verbs are parts of speech. Parts of speeches are important to
identify to help us with reading, speaking, and writing.
Stetson University Department of Education Daily Lesson Plan

SG EL Grammar Lesson Reflection

Name: Olivia Noboa Taught: November 20, 2017


Overview of Lesson: (topic, total # of students, # of ELs within group, sequence of events (summary of
lesson))
In this lesson, we had our two ELs, Maribell and Eric. We discussed two parts of speech: nouns and
verbs. I defined nouns and verbs and listed examples. Then, Maribell and Eric gave an example of each
on a sticky note. We explained two types of nouns: singular and plural. Singular noun being one person,
place, thing, or idea. Plural noun is more than one person, place, thing, or idea. The students sorted
singular and plural nouns on a sheet of paper. The students shared their answers to each other. We
explained the singular/plural agreement with verbs. When we have a singular noun, the verb needs to have
a ‘s’ at the end. When we have a plural noun, the verb stands alone. We gave an example of how this
works (The girl(s) walk(s) to school). I listed how plural nouns can change the spelling—I read the “plural
rules” aloud and gave examples. Then, I read the definitions of noun and verb for the students to match
together. Our last activity was having students circle nouns and verbs in provided sentences. We modeled
this on the white board with the sentence “My dog, Lola, barks when cars drive by the house.” The
students worked independently to identify the verbs and nouns in the sentences. We reviewed the answers
for the first sentence for Maribell and Eric to check their work.

Post Lesson Analysis


Reflection on Teaching: (Analyze and evaluate your lesson and class management.)
Overall, I think the lesson went well. Eric and Maribell are at similar levels and the extra support will help
them. We created this lesson based on their needs. We had noticed, based on their morning work, they
needed more assistance with parts of speech. Also, I think addressing the singular/plural agreements with
verbs will help them with their writing. As third graders, they are writing more. During the lesson, I
repeated and rephrased students’ responses. Repetition can help ELs during instruction. There are many
things we could have done differently during this lesson. This includes providing too much and not
enough support throughout the lesson, such as speaking too fast and not probing questions. One point
during the lesson, Maribell went to circle “colorful” has a noun. I explained that word describes the noun.
Since we talked about adjectives during morning work, I should have asked, “do you know what that is
called?” She could have told me an adjective. Instead I just told her “that’s called an adjective.” Both
students were engaged and on task throughout the lesson. They were ready to learn and share their
answers after each task.
Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment?
Include evidence.)
If I were to reteach this lesson, I would include more examples of noun and verbs. This would help
students determine these parts of speech. I might have given Eric an opportunity to act out a few verbs.
He was having trouble identifying verbs and coming up with examples. If he got up and pretended to
swim or eat, he might have understood that a verb is an action word. The sentences we provided for the
students were long and contained more than one verb and noun. If this lesson needed to be retaught, we
could have provided shorter sentences, like “My mom drove to the store.” So the student would only have
to circle “my mom” and “store” as nouns and “drove” as the verb. Also, we could have provided fewer
examples for the singular and plural noun sort. This would still teach the purpose, but possibly avoid
frustration.
Stetson University Department of Education Daily Lesson Plan

shoe shoes
desk desks
table tables
girl girls
shirt shirts
car cars
house houses
ball balls
unicorn unicorns
pencil pencils
Stetson University Department of Education Daily Lesson Plan

A person,
place,
noun thing, or
idea
Ex: girl,
bus, frog
An action or
state of
being
verb Ex: sing,
draw, walk
Stetson University Department of Education Daily Lesson Plan

1. The hungry boy runs home


after school to eat.

2. The colorful unicorn drinks


water from the fountain.

3. Mrs. Woodward rides a big


spaceship to the moon.

4. The young boys play soccer


after school.
Stetson University Department of Education Daily Lesson Plan

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