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Lauren Schweizer

Mayce Lewandowski
Allison Thayer
Parts of Speech Lesson Plan
Grade level: 6-8

Learning Objectives

Given information on nouns and verbs,


students will be able to identify nouns
and verbs without grammatical
mistakes.
Given information on adjectives and
adverbs, the students will be able to
identify adjectives and adverbs without
error.
Given a device with a music beat
provided, students will be able to make
a song identifying their assigned part
of speech (noun, verb, adjective, or
adverb), without grammatical
mistakes.
Given the opportunity to present their
song to the class, the students will be
able to able to explain and identify the
assigned part of speech without
grammatical mistakes.
Given information on the parts of
speech, students will be able to
construct three sentences without error.

Lauren Schweizer
Mayce Lewandowski
Allison Thayer
Overview of Lesson

Discussion
- When students come into class,
they will discuss what they
learned from the handout from
the previous class
Worksheet
- Students have been reviewing
the parts of speech in English.
- They had a worksheet for
homework last night testing
them on their knowledge of the
parts of speech.
- We will be grading this
worksheet as a class today.
Song
- Once the students have finished
grading, they will work in their
(previously assigned) groups of
5.
- Each of the 4 groups will create
a song for one of the following:
verbs, nouns, adjectives,
adverbs.
- The songs will have a
minimum time limit of 30
seconds and a maximum of 45
seconds.
- They will be given 15 minutes
to come up with their songs,
then they will perform them in
front of the class.
Assessment
- After all the groups have
performed, they will sit back
down and get an assessment to
see what theyve learned.

Lauren Schweizer
Mayce Lewandowski
Allison Thayer
Description of Learners, Intended Learning
Goals, and Lesson Content

Description of Learners
- Students are 6th and 7th
graders (12-14 years old).
- Most of the students know little
to no English and live in a
Spanish speaking home.
Intended goals
- Students should get an
understanding of the different
parts of speech in English to
help them form sentences
Lesson Content
- Students will discuss what
theyve learned previously on
the parts of speech handout
- Students will grade
assignments over sorting parts
of speech.
- Students will then come up
with a song showing they
learned about the different parts
of speech.
- Finally, they will do an
assessment at the end of class
where they will be required to
write three sentences and label
the different parts of speech
they used in the sentence.

Lauren Schweizer
Mayce Lewandowski
Allison Thayer
Standards

Required Materials

SL.6.1,6; L.6.3,6 Collaborating by


exchanging information and ideas with
others through oral collaborative
discussions on a range of social and
academic topics.
SL.6.4-6; L.6.1,3 Productively
expressing information and ideas in
formal and oral presentations on an
academic topic.
W.6.5; WHST.6.5; SL.6.6; L.6.1,3-6
Expanding and enriching ideas using
verbs and verb phrases.
W.6.5; WHST.6.5; SL.6.6; L.6.1,3-6
Expanding and enriching ideas using
nouns and noun phrases
W.7.1-5; WHST.7.1-2,4-5; SL.7.4,6;
L.7.1,3-6 Connecting and condensing
ideas.
Marker/Pen for grading
Computer to play the beat
Paper for brainstorming ideas for the
song
Paper and colored pencil for
assessment

Lauren Schweizer
Mayce Lewandowski
Allison Thayer
Procedures

Discussion
- Have a discussion with that
students about what they
learned from the parts of
speech handout they went over
in class yesterday
- Ask What did you learn about
nouns? Adjectives? Adverbs?
Verbs?
Worksheet
- When students come into class,
they should have completed a
worksheet about the parts of
speech (we have been
discussing this the past few
days in class)
- We will pass out markers to
each of the students so they can
grade their worksheet
- We will grade the worksheet as
a class and then have the
students turn in their graded
worksheet
Song
- The students will then be
working in their groups of five
that have already been assigned
- Each of the five groups will get
assigned a part of speech: noun,
verb, adjective, or adverb
- The students will then get 15
minutes to come up with a song
based on their assigned part of
speech
- We will use the computer to
pull up a beat for the students
to make their song to
- Students will present their song
to the class one group at a time
with the beat playing in the
background on the computer
Assessment

Lauren Schweizer
Mayce Lewandowski
Allison Thayer
Assessment

Students will be given a blank sheet of


paper where they will be asked to write
three sentences about physical activity
- Ex: John ran quickly down the
street.
The students will be given a colored
pencil.
With the colored pencil the students
will then label parts of speech that they
used.
The students will turn the paper into
the teacher where they will be given a
grade out of a total of 10 points.

Lauren Schweizer
Mayce Lewandowski
Allison Thayer
References

Journal Articles:

Standards from:
-http://www.cde.ca.gov/sp/el/er/
documents/sbeeldstdg6bw.pdf
-http://www.cde.ca.gov/sp/el/er/
documents/sbeeldstdg7bw.pdf
-http://www.cde.ca.gov/be/st/ss/
documents/englangdevstnd.pdf
Worksheet: Parts of Speech worksheet:
-http://www.eslflow.com/
Understanding-parts-ofspeech.html
Journal Articles:
- Article 1: http://
web.a.ebscohost.com.ezproxy.li
b.purdue.edu/ehost/detail/
detail?
vid=7&sid=9009a74e-4fce-4ce
c-86f6-06e4730a9b08%40sessi
onmgr4002&hid=4112&bdata=
JnNpdGU9ZWhvc3QtbGl2ZQ
%3d
%3d#db=eue&AN=97143495
- Article 2: http://
web.a.ebscohost.com.ezproxy.li
b.purdue.edu/ehost/detail/
detail?
vid=4&sid=05ee0a93-3e1c-46d
8-8ada-59a84b0e988d
%40sessionmgr4002&hid=410
9&bdata=JnNpdGU9ZWhvc3Q
tbGl2ZQ%3d
%3d#db=aph&AN=100262196

Lauren Schweizer
Mayce Lewandowski
Allison Thayer
1. The first article discusses teachers presenting grammar through stories, songs, or
dialogues. It talks about different ways to present grammar to students who are learning
English as a second language. The teachers use these activities to help improve
communication skills, learning skills and retelling of stories.
Akcan, S. (2014). Connecting grammar to meaning for children learning English as a foreign
language. YC: Young Children, 69 (3) 22-27.
2. This second article discusses the growth of students who are English language learners in
the United States and why learning English skills is imperative to their education. This
challenge is brought upon to teachers to provide content material to strengthen English
language students to have the strengths that correlate with their first language strengths.
By strengthening their English learning skills it helps students have a better
understanding in their English education that they would not have if they simply could
interpret words verbally and written. Working on learning skills in English helps the
student learn in all other aspects of education and can be useful in all education subjects.
Sometimes teachers can only help so much in these types of learning situations and then
additional help is needed for certain students based upon their learning needs and skill
level.
August, D., Burns, M., McCardle, P., Shanahan, T. (2014). Developing literacy in English
language learners: Findings from a review of the experimental research. School
Psychology Review, 43 (4), 490-490.

Lauren Schweizer
Mayce Lewandowski
Allison Thayer

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