1. Topic-
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| Identifying and Classifying Verbs in Context |
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2. Content-
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| Verbs are the glue that holds sentences together; without verbs,
there can be no action in a sentence. In this lesson, students participate
in an interactive read-aloud of Ruth Heller's Kites Sail High: A Book
About Verbs. As students listen to the story, they respond to guided
questions that help them express their understanding of the three
types of verbs"�action verbs, state-of-being or linking verbs, and
helping verbs. |
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3. Goals: Aims/Outcomes-
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Students will
1. Be able to identify action verbs, state-of-being or linking verbs,
and helping verbs
2. Express their understanding of verbs by participating in an interactive
read-aloud in response to the text Kites Sail High: A Book About Verbs
by Ruth Heller
3. Develop an awareness for the use of verbs in context by collecting
sentences from authentic texts
3. Apply the skills that they have learned by working in cooperative
groups and individually
4. Use the Internet as a source for reinforcing concepts learned about
verbs
5. Demonstrate the safe and cooperative use of technology. (International
Society for Technology in Education Standards)
6. Independently apply digital tools and resources to address a variety
of tasks and problems. (International Society for Technology in Education
Standards) |
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4. Objectives-
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1.Display a few of your collected sentences showing examples of
action verbs, state-of being or linking verbs, and helping verbs.
These sentences were prepared in advance of the lesson on chart paper
or an overhead transparency (see Preparation, step 4).
2.Explain where you found these sentences and why you chose them.
Point out the different kinds of verbs in the sentences you collected.
3. Encourage students to start collecting sentences from magazines,
comics, newspapers, ads, headlines, etc. Students can gather their
collected sentences in their writing notebooks or folders.
4.Refer to the examples of action, state-of being, and helping verbs
in Ruth Heller's book. Summarize for students how to identify these
verbs in a sentence.
5. Ask and accept questions about the different kinds of verbs that
you have been examining in this lesson. This will enable you to conduct
ongoing assessment of students' comprehension. |
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5. Materials and Aids-
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MATERIALS AND TECHNOLOGY
Kites Sail High: A Book About Verbs by Ruth Heller (Putnam, 1998)
Verbs, Verbs, Verbs by Martin Terban (Scholastic, 2002)
Chart paper and colored markers
Computers with Internet access
Magazines, newspapers, books to use for collecting sentences
Document Camera
Writer's notebook or writing folders
WEBSITES
Types of Questions Based on Bloom's Taxonomy
Daily Grammar
The Wide World of Verbs
PREPARATION
1. Read Kites Sail High: A Book About Verbs by Ruth Heller in advance
of the lesson. This book explains what verbs are and highlights all
verbs in bold type. Plan some questions to ask students during the
interactive read-aloud. You can write your questions on Post-it notes
and attach them to the pages of the book. These guided questions will
be used to stimulate discussion and help you determine when to build
students' background knowledge.
2. For more information on conducting an interactive read-aloud, you
may refer to the lesson "Catching the Bug for Reading Through Interactive
Read-Alouds" by Cathy J. Morton. Although this lesson is for K"�2
students and focuses on a different topic, it provides some helpful
tips in the Preparation section for planning an interactive read-aloud
session.
3. Read the text Verbs, Verbs, Verbs by Marvin Terban. This book is
an excellent background text on verbs and can be used as a resource
in answering any questions you or your students may have about verbs.
4. Collect sentences from magazines, newspapers, and other sources
to use as examples of the different kinds of verbs:
Action verbs"�verbs that show action (e.g., run, talk, grow)
State-of-being or linking verbs"�verbs that show that something exists
(e.g., is, seems, feels)
Helping verbs"�auxiliary verbs that are used alone or in a verb phrase
(e.g., will, have, was)
Daily Grammar is an excellent website that includes information on
verbs and also sample sentences for each kind of verb with an answer
key (see Archive, Lessons 1"�15). This site may be used as another
source for collecting examples of the different verbs.
Include these sentences on worksheets for students and also on chart
paper or transparencies for demonstration purposes.
5. Arrange for students to be able to use computers with Internet
access, and review the Wide World of Verbs website. This website was
created by a fourth-grade class, and focuses on action, state-of-being,
and helping verbs. Each section includes a story to help students
learn about and remember the specific verb form. Students can also
take a test on the three different kinds of verbs. |
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6. Procedures/Methods-
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A. Introduction-
1. Assess what students already know about verbs by asking them
if they know what a verb is. Explain the importance of verbs in a
sentence and the skills students will be learning in this lesson (i.e.,
the ability to identify action, state-of-being, and helping verbs).
2. Write the aim questions on the chalkboard and explain to students
that the lesson will focus on answering these questions.
3. Conduct a whole-class interactive read-aloud of Kites Sail High:
A Book About Verbs by Ruth Heller. This strategy involves reading
the text aloud and posing questions during the reading to involve
the entire class in the learning process. Use the guided questions
that you prepared in advance of the lesson to stimulate a class discussion.
By responding to your guided questions, students are able to share
their knowledge with one another. They can also begin to develop answers
to the aim questions.
4. As you are reading, you are also thinking aloud, allowing students
to share in your thought process. Highlight the role of the verb in
a sentence. In this text, verbs are printed in bold type, thus making
it easier to identify and classify them. Focus specifically on the
sections that deal with action, state-of-being, and helping verbs.
5. Continue to ask and accept questions from students during and after
the interactive read-aloud. This will enable you to conduct ongoing
assessment of their comprehension.
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B. Development-
1. Display a few of your collected sentences showing examples of
action verbs, state-of being or linking verbs, and helping verbs.
These sentences were prepared in advance of the lesson on chart paper
or an overhead transparency (see Preparation, step 4).
2. Explain where you found these sentences and why you chose them.
Point out the different kinds of verbs in the sentences you collected.
3. Encourage students to start collecting sentences from magazines,
comics, newspapers, ads, headlines, etc. Students can gather their
collected sentences in their writing notebooks or folders.
4. Refer to the examples of action, state-of being, and helping verbs
in Ruth Heller's book. Summarize for students how to identify these
verbs in a sentence.
5. Ask and accept questions about the different kinds of verbs that
you have been examining in this lesson. This will enable you to conduct
ongoing assessment of students' comprehension. |
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C. Practice-
1. Distribute the worksheet that you prepared in advance of the
lesson with collected sentences showing action, state-of-being, and
helping verbs (see Preparation, step 4).
2. Ask students to work in pairs to identify and circle the verb in
each sentence. Ask them to also classify the kind of verb in each
sentence, and encourage them to discuss their reasoning with their
partner.
3. Gather students together to discuss the worksheet and explain how
they identified and classified the verb in each sentence.
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D. Independent Practice-
1. Allow students time to access the Wide World of Verbs website.
On this site, they can learn more about action verbs, state-of-being
verbs, and helping verbs. Have them read the story for each kind of
verb and also take the verb test.
2. To further extend individual application of the skill, have students
use their own collected sentences to practice identifying and classifying
verbs. This activity provides an authentic context for the use of
verbs in sentences. Make sure to also provide students an opportunity
to share their sentences and verbs with the class to reinforce learning. |
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E. Accommodations (Differentiated Instruction)-
| Through various methods of differentiated instruction students will
use one of their unique learning styles. |
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F. Checking for understanding-
Ask students to summarize what they have learned during the lesson.
In addition, ask them higher-order thinking questions to assess their
understanding of verbs. (Studies have shown that teachers ask more
recall or knowledge questions than any other type of question. More
higher-order thinking questions need to be asked. Types of Questions
Based on Bloom's Taxonomy may be helpful in developing these questions.)
A few examples include:
What does a verb do in a sentence? (knowledge)
What are the different types of verbs? (knowledge)
How can you distinguish between an action verb and a state-of-being
verb? (comprehension)
How will you use what you have learned in this lesson to write better
sentences? (application)
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G. Closure-
| Refer back to the aim questions and determine whether students are
able to answer them. |
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7. Evaluation-
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Assess the completed worksheets to ensure that students are able
to identify and classify the verbs in the collected sentences.
Evaluate also their ability to explain their rationale to the class,
which indicates their understanding of the concepts and whether further
instruction or practice is needed.
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