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This lesson provided by:
Author: Samantha Bonner
Organization:Alabama Department of Youth Services
Lesson Plan ID: 33194
Title:

Nouns and Pronouns and Verbs Oh My!

Overview/Annotation:

This lesson will provide students with the background information needed to correctly identify the eight parts of speech. It will also help provide them with the information needed to use them correctly.

This is a College- and Career-Ready Standards showcase lesson plan.

Content Standard(s):
ELA2013(9) 39. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 9 reading and content, choosing flexibly from a range of strategies. [L.9-10.4]
ELA2013(10) 40. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 10 reading and content, choosing flexibly from a range of strategies. [L.9-10.4]
Local/National Standards:  
Primary Learning Objective(s):

Following this lesson, the learner will be able to:

1. Identify and correctly use the eight parts of speech.

2. Create lessons for their part of speech.

Additional Learning Objective(s):  
Approximate Duration of the Lesson: 91 to 120 Minutes
Materials and Equipment:

  • Paper
  • Any textbook with definitions of the parts of speech.
  • Post-It Note Paper (Large)
  • Markers
  • Handouts
Technology Resources Needed:

  • Computer with Internet access
  • Computer with Microsoft office
Background/Preparation:

Students should previously have been introduced to the parts of speech.

Procedures/Activities:

DAY ONE:

1. As students enter class, they are to complete the a part of speech diagnostic quiz just to assess their current knowledge of the parts of speech. See attached for a sample link: http://www.warrenhills.org/cms/lib/NJ01001092/Centricity/ModuleInstance/1332/The_8_Parts_of_Speech_Diagnostic_Assessment.pdf

2. After approximately ten minutes, teacher will review the answers of the diagnostic. Students will submit graded diagnostic. (As a suggestion, a daily participation grade should be given.)

3. Teacher will distribute a part of speech handout that provides a working definition for each part of speech. (See attached link www.englishclub.com/grammar/parts-of-speech_1.htm)

As the students review the handout, the teacher will show an interactive lesson on the parts of speech. Sample site: http://interactivesites.weebly.com/parts-of-speech.html

4. Students will be divided into eight groups (no more than 4 students per group). Each group will be assigned a part of speech. To complete the assignment the following materials will be needed:

  • Any resource with the parts of speech listed
  • Large Post-It Note or butcher paper
  • Markers/pencils
  • Access to a computer with Microsoft Office

5. In their groups, students will do the following:

  • Define their part of speech
  • Provide examples of their part of speech
  • Create a mini-lesson on their part of speech
  • Create a quiz as review of their part of speech

5. As an exit slip, students will submit ONE possible quiz question.

DAY TWO:

 1. As a bellringer, teacher will have at least three sentences on the board and ask students to idenfity each words part of speech.

  • Sample Sentences:

a. Michael Jordan is my favorite basketball player of all times.

b. He is intelligent and athletic.

c. Wow! Did you see him dunk?

2. After approximately ten minutes, students will exchange papers as the teacher quickly calls out the correct answers.

3. Students will then disperse back into their groups to complete their group assignment. (The teacher will walk around and offer assistance when needed.) At this time, students should be putting the final touches on the large Post-It Note. As a reminder review yesterdays guidelines for what should be on the large paper.

4. After approximately 20 minutes, the students will designate one member of the group to type their quiz.

5. For the remaining time, the students will work on preparing their presentations for tomorrow.

DAY THREE:

1. There will be no bellringer today. Students will return to their groups to prepare for their presentations.

2. Students will be provided with a rubric that shows how their grade will be determined. http://www.rcampus.com/rubricshowc.cfm?code=B3WA45&sp=true

3. The guidelines for the presentation should be posted for everyone to see.

Sample Guidelines:

a. Presentation should be no longer than five minutes.

b. Each member of the group should speak.

c. Post-it should be legible and organized neatly.

4. Exit slip: Name the group that you feel presented the best lesson.

DAY FOUR

1. As students enter the class, the bellringer on the board for them to complete will state "Do you have any part of speech questions?"

2. After a brief discussion of their responses, the teacher will direct the students to create a study guide for a part of speech assessment.

3. Students will have to know the following:

a. Basic part of speech definitions

b. Create a sentence using a specific part of speech.

c. Identify the parts of speech within a text.

4. Exit slip will simply ask the students to state what they've learned from this lesson.

DAY FIVE

1. As students enter into class, they will take their seats and prepare for the test.

2. Teacher can either use the quiz questions from the groups or create a part of speech test. Sample test: http://www.proprofs.com/quiz-school/story.php?title=8-parts-speech-test-practice


Attachments:**Some files will display in a new window. Others will prompt you to download.
Assessment Strategies:

Formal Assessment

Extension:

For the more advanced students, they should be asked to create a game for identifying the parts of speech.

Remediation:

Students will be allowed extra time on formal assessments.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
Alabama Virtual Library
Alabama Virtual Library

Hosted by Alabama Supercomputer Authority
The University of Alabama at Birmingham
The University of Alabama at Birmingham
The Malone Family Foundation
The Malone Family Foundation
Thinkfinity
Thinkfinity
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