Lesson Plan : African Surfari through Verbs

Teacher Name:
 Bethany Padgett
Grade:
 Grade 2
Subject:
 Language Arts

Topic:
 Verbs: Analyze verbs, irregular, past tense, and present tense, and understanding how verbs match their subjects.
Content:
 action verb Definition: A verb that describes an act or shows action Context: The horse galloped around the ring with his head held high. altitude Definition: A high location or area Context: Brittany and Joseph had to climb for hours before reaching the altitude at the top of the mountain. irregular verb Definition: Any verb whose past tense is not formed by adding –d, –ed, or –ied to the present tense. Context: "To go" is an irregular verb because the past tense of "go" is "went." migration Definition: Moving from place to place (particularly animals) Context: Due to migration, some birds fly south for the winter. past tense Definition: A verb tense used to express an action or condition that occurred in the past Context: Dave was the only member of his family who had red hair. present tense Definition: The verb tense expressing action in the present time Context: Janelle is the president of her class and vice-president of the student council. safari Definition: A land journey, especially hunting or exploring in East Africa Context: Would you like to see lions and tigers on a safari in Africa? wildebeest Definition: A large antelope; also known as a gnu Context: It might be fascinating to see a large group of wildebeests.
Goals:
  * Analyze verbs. * Identify irregular verbs (go, went, swim, swam). * Explore present tense and past tense verbs. * Examine how verbs must match their subjects. * Work effectively in small groups.
Objectives:
 * Briefly review verbs, action verbs, irregular verbs, present tense and past tense verbs, and verbs matching their subjects. * Go around the room and ask each student to name a verb, and then have them use it in a sentence. *Have activity of choice for subject-verb agreement. The following is an activity I observed a teacher conducting, and feel it was very successful: Divide the class in half. Have one group write subjects and the other group write verbs (both active and inactive). One person from the first group stands and reads the subject. The first person in the second group stands and reads the subject along with the verb he has written. The students must confer and decide if the subject and verb agree. If they don’t, the students must make the necessary change and tell the class why they needed to make that change. *To end the lesson, divide the class into groups of three. Have each group draw six subjects and six verbs from two separate bags filled with these two parts of speech. Then ask each group to write a story on any topic they choose using at least three of the words they drew from the verb bag and three of the nouns they drew from the noun bag. Tell them they can also illustrate their work using crayons, colored pencils, or colored markers. When the groups complete their stories, have volunteers read the stories to the class, citing the six nouns and six verbs they picked and the three nouns and the three verbs that they used.
Materials:
 *Paper and pencils *Crayons, colored pencils, or colored markers *Two paper bags: one filled with subjects and the other filled with verbs (active and inactive) *A set of action verb cards *Print resources about verbs
Introduction:
 Present the key vocabulary, on the board and have the children write down their educated guesses on what each word means. *Divide the class into there Surfari groups, which will remain there groups for the remainder of the lesson.
Development:
 Once the students have a grasp on the necessary vocabulary, complete the first objective of going around the room and asking each group to name a verb, and use it in a sentence.
Practice:
 Then, divide within the groups,have one group write subjects and the other group write verbs (both active and inactive). One person from the first group stands and reads the subject. The first person in the second group stands and reads the subject along with the verb he has written. The students must confer and decide if the subject and verb agree. If they don’t, the students must make the necessary change and tell the class why they needed to make that change.
Checking For Understanding:
 Use the following three-point rubric to evaluate students' work during this lesson. * 3 points: Students consistently worked effectively in small groups; were consistently able to identify action verbs, irregular verbs, present and past tense verbs; were consistently able to match verbs with subjects; were consistently able to create stories using verbs; and consistently understood how verbs, particularly action verbs, were effective in improving their writing. * 2 points: Students usually worked effectively in small groups; were usually able to identify action verbs, irregular verbs, present and past tense verbs; were usually able to match verbs with subjects; were usually able to create stories using verbs; and usually understood how action able to create stories using verbs; and consistently understood how verbs, particularly action verbs, were effective in improving their writing. * 1 point: Students rarely worked effectively in small groups; were rarely able to identify action verbs, irregular verbs, present and past tense verbs; were rarely able to match verbs with subjects; were rarely able to create stories using verbs; and rarely understood how verbs, particularly action verbs, were effective in improving their writing.

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