Name: Tori Bolanz LESSON TITLE: Verbs GRADE LEVEL: 2nd Grade

GRADE SUBJECT AREA: Language Arts TIME ALLOCATION: 35 Minutes

Learning OBJECTIVES (with active verbs): Given a written sentence on page 250 of the Journeys textbook, the second grade students will be able to use their finger and properly identify the verb in the sentence. (cognitive, psychomotor) Following a discussion on verbs, the second grade students will be able to devise a written list of at least two verbs that they may do during any given day. (cognitive) With a written list of at least two verbs, the second grade students will be able to physically demonstrate at least one of the verbs listed without any prompts (cognitive, psychomotor) Following a volunteers demonstration of a verb, the second grade students will be able to orally identify what the volunteer was performing stating only the verb. (cognitive, psychomotor) Given a handout of individuals performing actions, the second grade students will be able to write at least three sentences using verbs to describe each picture. (cognitive, psychomotor)

STANDARDS: ELA Standard: Benchmark A: Benchmark D: Writing Conventions Standard (Grades K-2) Print legibly using appropriate spacing. Use grammatical structures in written work. Know the meaning of specialized vocabulary by applying knowledge of word parts, relationships & meanings. Use nouns, verbs and adjectives correctly. Use subjects and verbs that are in agreement.

Indicator 12: Indicator 13:

ELA Standard: Benchmark A: Benchmark B:

Research Standard (Grades K-2) Generate questions for investigation and gather information from a variety of sources. Retell important details and findings.

ELA Standard: Benchmark A:

Communications: Oral & Visual Standard (Grades K-2) Use active listening strategies to identify the main idea and to gain information from oral presentations.

BIG IDEA(S): By the end of this lesson, students will have a basic knowledge of verbs. They will be able to understand when a word or action is a verb, will be able to properly identify verbs in both spoken and written format, and will be able to apply their knowledge of what a verb is to create verbs themselves. GROUPING OF STUDENTS & RATIONALE: PRIOR KNOWLEDGE NEEDED/(THIS CAN BE FORMATIVE ASSESSMENT): 1. Grouping students in a whole group setting The student should be able to:

will allow: - The teacher to introduce new materials and strategies to the entire class & also identify students prior knowledge and experiences within the topic of verbs. - The teacher/students to act out examples of verbs so that all will be able to properly view the performances being acted out.

2. Grouping students individually for independent seat work will allow: - The teacher to easily assess how STUDENT PROFILE (identify special students work individually and view any characteristics of students relative to lesson): difficulties they may be facing. 20 students - The students to follow up the lesson 11 females with supervised practice, individually. 9 males 0 students with disabilities MATERIALS: 20 Caucasian students 20 slips of green notepad paper Pencils Journeys textbook Chair Verb worksheet

Answer literal, simple inferential and evaluative questions to demonstrate comprehension Speak clearly and understandably. Use active listening skills, such as making eye contact or asking questions. Use prior knowledge to make predictions. Follow multiple-step directions Possess basic psychomotor skills. Possess the ability to generalize. Like to perform, and are not nervous when performing in front of a group.

IDENTIFY ACADEMIC & RELATED CONTENT LANGUAGE : Action verbs Charades Predicate Subject Verb

MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS: There are no students with disabilities in the classroom, however, to ensure each student has the opportunity to achieve success, I will: State questions/definitions in a number of different ways. Allow extended wait time when I ask a question and expect a response. If the student does not respond correctly to a question asked, I will allow them with other opportunities to get the question right.

INSTRUCTIONAL MODEL(S) & RATIONALE Discussion Used during the pre-activity when the students will discuss what a verb is. This will also be used in the closure when the students review what a verb is and how they are able to infer what the verb of a sentence is. An oral dialogue reading a theme or idea which presents an opportunity for listening, active discussion, & the verbalization of their thoughts. Allows students to gain a different view through others personal accounts, as well as an incentive to question their own personal beliefs. Enhances comprehension by allowing students to make connections, as well as listening to the connections made by other members of the group.

Game (Charades): Used during the middle activity as the students are playing a game of charades. Using this instruction allows students to apply their knowledge and what they know about a concept through presenting it to others. Establishing meaning and understanding through presenting it to others helps you store and retain the information in your long term memory. Independent Practice: Used during both the middle activity, and the post-activity. During the middle activity, students will independently devise a list of words and then individually perform them, and during the post-activity students will implement verbs through writing sentences, individually, on their worksheet. Follows up the lesson to give students supervised practice, individually. By working on the graphic organizer on their own, students have a chance to reinforce skills and synthesize their new knowledge away from the guidance of the teacher. Indirect Instruction Used during both the pre-activity and the middle activity as the students have to observe/investigate the actions the teacher/other students are performing and infer their results, without any direct help from the teacher. Through question prompts from the teacher, the students will decipher what the upcoming lesson will be about. This will allow a high level of student involvement through observing, investigating, drawing inferences and forming hypotheses. This method will also aid in their development regarding the organization of their thoughts Modeling: Used during the pre-activity when the teacher demonstrates action verbs through a game of charades, and in the post-activity when the teacher models using a verb in a sentence. Teachers model behaviors or skill and students learn by observing. Using this type of instruction will allow the students to first view how one should conduct an activity before they actually conduct in that activity themselves. Acts as a guideline PROCEDURE & ACTIVITIES TIME ***Questions using Blooms Revised Taxonomy will be color coded: Remembering, ALLOCATIONS Understanding, Applying, Analyzing, Evaluating, Creating 1. PRE-ACTIVITY: ADVANCE ORGANIZER (Discussion, Indirect Instruction, Modeling) The students will be seated at their desks for whole class instruction, and will be told that the upcoming lesson is about parts of speech. The students will be then informed that the teacher is going to perform something and they will have to guess what is being done. (The acts that will be performed are eating, sleeping, walking.) After each performance the students will name the activity that is being carried out, and after the demonstration has been completely finished, students will be asked: o What the demonstrations all have in common?

5 minutes

o If the demonstrations are concepts that can be carried out. o If the demonstrations are all actions that you can do. Once the short discussion has ceased, the students will be told that the teacher was performing actions that someone can do. The students will then be introduced to the subject of verbs and told that in parts of speech, verbs are the actions that someone or something does or did. Students will then be asked: o To name some other actions that you can do. o To name some actions that they have done already today. Students will be told that those actions are all verbs. They will additionally be told that during this lesson, they will be working on activities that will help them understand, identify and apply verbs to use in their everyday lives. By the end of this lesson, students will have a basic knowledge of verbs. They will be able to understand when a word or action is a verb, will be able to properly identify verbs in both spoken and written format, and will be able to apply their knowledge of what a verb is to create verbs themselves.

Transition: After the learning objective has been established, the students will be instructed to turn to page 250 of their Journeys textbook. ACTIVITY (Independent Practice, Indirect Instruction) Both the students and the teacher will read aloud the definition of a verb under What is a Verb section. The students will also review that the subject tells who or what does or did the action. The students will now be told that they are going to practice identifying verbs in a sentence. The teacher will read sentences aloud from the Verbs in Sentences portion, and then have the students put their finger over where they believe the verb is in the sentence. On a volunteer basis, students will be asked to raise their hand and share their answer with the class. Once that is complete, students will be asked if they like to play games, and asked if they have ever played the game of charades. Students will then be told that they are going to play charades, except they are only allowed to use verbs when they perform and when they answer, they are only allowed to guess what the volunteer is performing using only a verb. As the directions are being explained, students will be handed out a small piece of green notepad paper and told that on their sheet they are going to put down at least two verbs that they may/can do on any given day. Immediately following, the students will be provided with about a two-three minute timeframe for them to complete this list. Once every student has completed this short list, the students will be reminded of what is expected of them during the game as well as a review of the rules that apply in the game. From there a student will be called at random to come up and perform the first demonstration. As the students are performing, they will be repeatedly asked: o How can we tell this performance is a verb?

15 minutes

Transition: Once every student has had an opportunity to participate, the students will be passed out a verb worksheet and be asked to get out a pencil. 2. POST-ACTIVITY (Independent Practice, Modeling) The students will be told that since their game provided them with a lot of practice in acting out verbs, now they are going to have to write about them. As the students look over their worksheet, the directions will be explained and students will first have this skill modeled with the teacher writing a sentence using a verb on the board. After the skill has been modeled, the students will work independently to describe the pictures on their worksheet using sentences which contain verbs. (Side Note) In the worksheet, the students will be using aspects of Blooms Revised Taxonomy through applying their knowledge of verbs and creating their own verbs. Closure: (Discussion) To conclude the lesson, the students will discuss the verbs, and the sentences, that they came up with through the accompanying pictures on their worksheet. Students will then do a quick review of what a verb is and how they are able to tell if it is a verb. If time allows, students will also be asked what they believed was the best part about the lesson. SUMMATIVE ASSESSMENT:

10 minutes

5 minutes

The students will be assessed through a variety of ways during the instruction, including: Authentic Monitor if the student is able to apply their knowledge of a verb to create a verb for the game of charades. Observing who is answering the question prompts being provided. Observing if the student relies on others for the answers and/or if they were confident in their answers. Observe students' ability to focus on a topic or task in a group situation. Note students' participation. Traditional Their verb worksheet (to determine whether students understand how to use verbs properly in a sentence). The verbs listed on students green notepad paper. POST TEACHING REFLECTIONS: