SPE Lesson Plan Form #1

Name: Victoria Collier

Explicit Lesson Format

Grade Level/Subject:
1st grade/language arts

CTs Signature:
Subject: Language Arts- verbs(action words)

Week #:

Date Received:
Date of Lesson:

Type of Approach: Explicit Instruction Model

TEKS Objective:
110.12. English Language Arts and Reading, Grade 1, Beginning with School Year 2009-2010.
(b) Knowledge and skills.
(6) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
Students are expected to:
(A) identify words that name actions (verbs) and words that name persons, places, or things (nouns);
Lesson Objective: The Student Will Be Able To (TSWBAT) Given written words and pictures, the student will be
able to correctly identify six out of eight verbs (action words).
Materials:
Personal copy of the story Tallulah Can Fly that incorporates the words of the story and representational pictures to
follow along with the verbs.
Pencil and worksheet provided by teacher containing the verbs with words (abstract) and pictures (representational).
a. Advance Organizer:
1. Review prior knowledge- go over what some words are that describe movement. For example, the teacher will
jump up and down and ask the students to identify what the action is, and so on.
2. Statement of lesson with link- Teacher will tell the students that they will be hearing a story that will be acted out
so that they understand words have actions and those action words are called verbs.
3. Behavior expectations- The students will be instructed to participate when the teacher asks them to and be quiet
when they listen to the story.
4. Interaction- The students will be asked to begin brainstorming what some action words are.
b. Describe and Demonstrate/Modeling:
1. Model thinking and action- First the teacher will begin by asking the students of what they think action words are.
The students will raise their hands and answer what they believe to be action words. Then the teacher will provide
them with the definition appropriate for their understanding as, action words are words that describe and explain
what someone is doing. This is also known as a verb and from that point on encourage the usage of the term verb
in place of action word.
The teacher will also begin to show and demonstrate some verbs. For example, the teacher will walk around the room
and state that the verb she is performing is walking.
2. Maximize student engagement- At this time the students will be asked to identify the actions the teacher is
performing without being given the answer. After a few times of having the students identify the teachers actions, the

students will be then asked to perform a verb and their classmates will identify what they are doing.
3. Monitor student understanding- During the previously described models and engagement, the teacher will be
assessing mentally the students understanding as they answer questions and demonstrate in their own way that they
understand by correctly performing an action.
c. Guided Practice:
The teacher will pass out personal copies to the students of the story Tallulah Can Fly and be instructed that they
can follow along with the teacher reading and acting out the story.
As the teacher is reading, the teacher will also be performing the eight verbs that they are going to be focusing on that
day. The verbs are: run, fly, still, shake, jump, fall, roll and bounce. At the end of the story, the teacher will ask the
students to name some of the parts of the story that contained verbs. However, when the students are recalling parts
from the story containing the action words, they will have to say and act out that part of the story.
d. Independent Practice:
After they have reviewed and identified all of the verbs from the story, the students will be given a worksheet that
consists of four problems that give a picture of the above stated verbs and they must identify the correct word that
matches the picture, and the other four problems will give one of the words from the verb list and they have to identify
the corresponding picture. This section will take about 5-10 minutes for completion.
e. Post Organizer:
Following the worksheet, the teacher will ask the students to review what a verb is, give an example of a verb and
recall one of the verbs from the story Tallulah Can Fly.
Lesson Steps (a step-by-step script of how a e will be implemented during the lesson)
(a.) The teacher will begin the lesson by telling the class that they will be learning about words by using their
bodies. From there, the teacher will ask the students to watch closely as her body creates words. All of the students
will have their full attention on the teacher and the teacher begins to jump. As the teacher is jumping, she will ask the
students to identify what is happening. After giving a few examples, the teacher will explain that they words they just
used were words that describe movement and actions. These words are called verbs. Then the students will be told that
they are going to hear and see a story that uses a lot of verbs.
(b.) The teacher will ask the students to explain and define what they think action words are. After the students
answer what they believe action words are, they will be given the definition that action words are, words that describe
and explain what someone is doing. This is also known as a verb and the teacher will begin replacing the phrase
action words with verbs. Then the students will be asked to show examples of what some verbs are just like what
the teacher had done.
(c.) At this time, the teacher will pass out each student a copy of the story Tallulah Can Fly and will be instructed
they can follow along with the story using that sheet. As the teacher reads the story she is acting out what the verbs are
so the students understand the correlation between the words and the actual action itself. At the end of the story, the
teacher will ask the students to recall some of the verbs they heard or saw from the story. They will be required to say
and demonstrate their answers as this will be fun and maintain their attention.
(d.) After a majority of the students are understanding from the group practice the concept of verbs, they will be
given a worksheet that they will complete just to check their understanding and test their recall, spelling and
comprehension skills.
(e.) When the students have completed the worksheet, the class as a whole will recap what they learned that day
about verbs. The students can answer either by recalling the examples they had done prior to the story or discuss verbs
they heard from the story.

Evaluation: The student will have mastered the objectives if or when (TSWHMTOI or W) <reflects the objectives>
The student will have mastered the objectives when they are able to correctly identify six out of eight verbs from the
given list: fly, run, jump, shake, still, roll, bounce and fall.
Extension and technology:
The students will watch the video, Fun Action-Verbs Song for Kids: What Can You Do? from YouTube
(https://www.youtube.com/watch?v=7MKmbyfhkkE) and will perform the action words as the man in the video does
them.

Tallulah Can Fly

By: Victoria Collier

One morning, Tallulah decided she wanted to fly.

Tallulah ran all the way to the top of the tallest hill she could find.
But when she got to the top, she became very still.
Oh boy, this sure is high, she said as her body began to shake.
But Tallulah decided to do it anyway.
She got to the edge of the hill, closed her eyes, and jumped off!
Tallulah fell from the sky and rolled down the hill.
She bounced all the way down until she stopped.
Wow! Tallulah said, Lets do that again!