Lesson Plan : Using The Parts of Speech Properly

Teacher Name:
 Mrs. Torregrossa
Grade:
 Grade 6
Subject:
 Special Education

Topic:
 North Carolina DPI Standard Course of Study for Extend 2
Content:
 Language Arts: Knowledge and Skills in Lesson: Students know many words that are verbs. They do not know the definition or categories of verbs. Identifying action and state-of-being verbs.
Goals:
 Competency Goal 6: The learner will apply conventions of grammar and language usage.
Objectives:
 Given fifteen words, ten of which are verbs, the student will identify the verbs with 80% accuracy
Materials:
 Media Selection: Prepare the "Verb" wall chart and select the word cards for examples and non-examples of verbs.
Introduction:
 •Gain student attention: Ask students to name a verb. As each "first word" is shared, write it on the board and draw a simple picture to illustrate the word. Lead students to identify the naming words (verbs) and underline each one. Point out that knowing the names of things helps people get what they need and want. •Explain the objective: Tell students they are going to learn about "words that shows "action" or a "state of being" are called verbs. Write the words "verbs" and "action" and "state of being" on the board. Tell them they are going to learn what a verb is and be able to identify a verb when they see one. •Relate to prior knowledge: Tell students they already know many words that are verbs. Have them think about and write or draw on the chalkboard (1) what they did over the weekend, (2) what was happening at the place, and (3) something they saw someone doing.
Development:
 •Gain student attention: Ask students to name a verb. As each "first word" is shared, write it on the board and draw a simple picture to illustrate the word. Lead students to identify the naming words (verbs) and underline each one. Point out that knowing the names of things helps people get what they need and want. •Explain the objective: Tell students they are going to learn about "words that shows "action" or a "state of being" are called verbs. Write the words "verbs" and "action" and "state of being" on the board. Tell them they are going to learn what a verb is and be able to identify a verb when they see one. •Relate to prior knowledge: Tell students they already know many words that are verbs. Have them think about and write or draw on the chalkboard (1) what they did over the weekend, (2) what was happening at the place, and (3) something they saw someone doing. Prepare two student work sheets each containing 12 words, including eight verbs for practice activities. Student grouping: The whole class will work together on this activity.
Practice:
 •Guided Practice: Have students work in cooperative pairs to complete a pair/check activity with a nearby student. Give each pair a worksheet with 12 words, including eight verbs. Instruct student A to read word #1, decide if the word is or is not a verb and indicate whether it shows "action" or a "state of being" and write the responses on the worksheet. Student B reviews these responses and agrees or disagrees with Student A and tells why. Partners change roles and continue until all 12 words have been discussed. The teacher circulates throughout the guided practice exercise, using questions to help students work through disagreements. When finished, the teacher goes over all answers with students and provides feedback regarding why answers are right or wrong.
Accommodations:
 For a student who can’t read or write individual words, the accommodations listed below could be provided: •Relate to Prior Knowledge: Have the student draw and identify pictures of verbs instead of writing a list of words. •Present the Content: When adding words to the verb chart, draw small picture beside each word to cue recall of word meaning. Read each word card aloud as you hold up the card. •Provide Practice and Feedback: For the pair/check activity, asks the student’s partner to read the words on the list aloud. For the independent practice, read the student’s worksheet orally. •Assess student learning: Administer the assessment to the student orally. For a student who has difficulty maintaining attention in large group activities, the accommodations listed below could be provided. •Introduce the Lesson and Present the Content: Seat the student close to the teacher or next to peers who can help keep him or her focused on the lesson. •Have the student actively assist the teacher by underlining words on the board that students identify as verbs or taping the word cards onto the verb chart. •Provide positive reinforcement for appropriate behaviors, linked to his or her behavior management system. For a student who has difficulty maintaining attention in large group activities, the accommodations listed below could be provided. •Introduce the Lesson and Present the Content: Seat the student close to the teacher or next to peers who can help keep him or her focused on the lesson. •Have the student actively assist the teacher by underlining words on the board that students identify as verbs or taping the word cards onto the verb chart. •Provide positive reinforcement for appropriate behaviors, linked to his or her behavior management system. For a student who has difficulty maintaining attention in large group activities, the accommodations listed below could be provided. •Introduce the Lesson and Present the Content: Seat the student close to the teacher or next to peers who can help keep him or her focused on the lesson. •Have the student actively assist the teacher by underlining words on the board that students identify as verbs or taping the word cards onto the verb chart. •Provide positive reinforcement for appropriate behaviors, linked to his or her behavior management system. Accommodations in Lesson Design Access Points (Different Objectives) for Individual Students Students working on access points have different learning goals and objectives for the lesson. The Science Access Points specify learning goals at the Independent, Supported, and Participatory levels. For students working on the access points, the following modifications could be made: Independent Level Access Point: The student will identify and describe pictures showing "action" or "state of being" settings in familiar activities. Write the objective: Given ten pictures (three people, three places, and four things), the student will classify the pictures as showing "action or a "state of being" with 80% accuracy. These pictures can be included in the examples used in "Present the Content." The student is not expected to learn whether or not the words are verbs; he is learning a prerequisite skill.) Supported Level Access Point: The student will identify pictures showing "action" or a "state of being" in familiar activities. Write the Objective: Given ten pictures (two "state of being" and six "action" verbs that are a part of familiar classroom activities), the student will identify the pictures with 80% accuracy. (Note: These pictures can be included in the examples used in "Present the Content." The student is learning a prerequisite skill–identifying "action" and a state of being.") Participatory Level Access Point: The student will respond to names of familiar "actions" and "state of being" in routines. Write the Objective: The student will respond correctly to at least three of four names of familiar "actions" and "state of being" in classroom activities. (Note: The activities involve actual people and objects not pictures.)
Checking For Understanding:
 Assess Student Learning •Determine the Assessment Procedure: The next day, have students to complete a written assessment, with a list of ten words, six of which are verbs (run, jumping, is, are) and four of which are not verbs (girl, the, pretty, and quickly). Students will write "yes" or "no" on the line beside each word to indicate whether the word is or is not a verb. •Decide How to Judge Performance: Students must get eight out of ten correct to demonstrate mastery.
Closure:
 Summarize the Lesson- Ask, "What kind of words have we been learning about today? How can you tell if a word is a verb?” Teach the musical verb jingle: "A verb is a word that always shows "action" or "state of being!" This jingle can be created by the students.
Evaluation:
 Local and State testing Teacher-made test Progress Reports Report Cards
Teacher Reflections:
 My students participated and actively engaged in prepared activities and ask questions. I am very proud of my students and how I well I was able to make a connection in learning about verbs for my students through their personal experiences.

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