1. Topic-
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Parts of Speech - Main idea is to generate
a comprehensive and complete understanding of what nouns and adjectives
are. |
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2. Content-
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Parts of Speech-Can students name off some different types of speech?
ex: noun, adjective, verb...
Noun-a person, place, thing or idea.
ex: Barrack Obama
Cambridge, MA
Ball
Adjective- words that describe nouns
Smelly
Blue
Soft |
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3. Goals: Aims/Outcomes-
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1.To understand the meaning of both nouns and adjective and to be
able to correctly define them.
2.To be able to pick both parts of speech out of sentences and short
paragraphs.
3.To be able to correctly write sentences that use both nouns and
adjectives. Students should have the skills to write short stories
and spice up their stories by using adjectives. |
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4. Procedures/Methods-
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A. Introduction-
1. Ask if students know what a noun or adjective, give them a sentence
with a clear a clear noun and adjective to probe them.
2.Define both parts of speech and then give the same sentence again,
see if the students can now pick out the noun and adjective.
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B. Development-
1.Write 3 or 4 bland sentences on the chalk board.
ex. The boy ran.
My cat sleeps.
My sister talks.
The alien landed on my lawn.
2. Ask a student to define an adjective again.
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C. Practice-
1.Ask the students to come up with the nouns in those sentences
that were written on the board.
boy
cat
sister
alien
3. When the students answer the questions, ask them to justify their
answers.
Why do you think that is a nouns?
Is that a person, place, thing or idea?
4.Brainstorm ideas of different adjectives. Write a list of student
generated words on the chalk board. |
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D. Independent Practice-
1. Pair the students off into groups of 2 or 3 and have them create
their own short stories. Limit the stories to 4 or 5 sentences but
explain that it must have a main character and he or she has to go
on some adventure or exploration.
2. Give the students about 10 minutes to create their stories and
go around making sure everyone is on task and on the right track.
3. After the allotted time is over, have the students switch stories
with another group. Have the students identify the nouns and adjectives
in the new story, underlining the noun and circling the adjectives.
5. Have some groups share their stories and have other students identify
certain nouns and adjectives in the story. |
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F. Checking for understanding-
1.Give the students some new sentences all your own and ask them
to identify the parts of speech.
-My kind mother spoke to the friendly baker about making her some
delicious cookies.
-Henry was wearing a red sweater, baggy jeans, a striped hat and fuzzy
socks.
-The fat dog lay on the old porch and soaked in the warm sun.
2. When the students responds to the questions, make them explain
why they chose that answer and reaffirm the correct idea.
"Yes, fuzzy is an adjective because it is in fact describing the noun
socks"
3.Go around the room and ask each child to create an "adjective noun
sentence"
-blue sky
-black dob
-scary movie
-funny clown |
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G. Closure-
Have the students define the words again and have them each come
up with their own crazy "noun adjective" sentence that they can share
with the class the next day.
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7. Evaluation-
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1.How did the lesson go? Did the students seem to grasp the concept
of what was being taught? What kinds of questions were they asking?
2. What could have gone smoother in teaching them? Were more examples
needed? Were the examples used good enough? Is there another angle
that we could look at to make the lesson more comprehensible? |
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