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Lesson Plan

Grade/Subject:

Grade 4 Language Arts


Lesson Duration: 1 hour

Unit: Vivid Verbs

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning Outcomes:
Students will listen, speak, read, write, view and represent to enhance the
clarity and artistry of communication.
Students will listen speak, read write, view and represent to respect, support
and collaborate with others.
Specific Learning Outcomes:
4.1- Expand knowledge of language: use an increasing variety of words to
extend understanding of concepts related to personal interests and topics of
study.
5.2- Work within a group: cooperate with others
LEARNING OBJECTIVES
By the end of this lesson, students will:
1. Identify verbs within a sentence.
2. Demonstrate understanding of using vivid verbs.
3. Use vivid verbs in simple sentence frames.
ASSESSMENTS
Observations:
Students participate in
classroom discussions.
Students accurately identify
verbs in a sentence during
verb game.

Key Questions:
What is a verb?
What is a vivid verb?
How can using vivid verbs make our
writing better?

Written/Performance Assessments:
Verb worksheet
Student participation
LEARNING RESOURCES CONSULTED
Resource #1: Alberta Grade 4 English Language Arts Program of Studies
Resource #2: The Verb Game (http://room5teacher.blogspot.ca/2013/01/verbsverbs-verbs.html)
Resource #3: Vivid Verbs Notebook (http://imlovinlit.com/2014/10/18/viva-lavivid-verbs/)
MATERIALS AND EQUIPMENT
Work sheets (18)
Whiteboards/Markers (18)
Selection of Short Picture Books (about 20)
PROCEDURE
Introduction (10 min.):

Hook/Attention Grabber/Assessment of Prior Knowledge: Simon Says (Acting Out


Verbs)
Say: A verb is an action word. It is something that we do.
Say: To get warmed up today we are going to play Simon Says. I will say
Simon says... (a verb). Your job is to do the verb but only if Simon say so.
Does everyone understand the rules?
Do: Play Simon Says with the students. Use action verbs like jump, walk,
smile, blink, skip, etc. After a couple rounds of the game ask students to give
examples of the verbs they heard in the game. Write the verbs on the board.
Advance Organizer/Agenda:
Say: Today we are going to talk about verbs and how we use them in our
writing. We are especially going to experiment with them and see how we can
make our writing even better!
Transition to Body:
Say: Before we get to writing I want to play another game.
Do: Divide the students into groups of three and have them take out their
language arts notebooks and pencils.
Body (45 min):
Learning Activity #1: Verb Game (what is a verb?)
Ask: What is a verb again? (An action word, something we do)
Say: In your groups you are going to compete to see who can come up with
the most verbs. I will write a location on the board, for example: school. It will
be your job to list as many verbs that you could do at that location.
Ask: What are some things you can do at school? (list some of the students
examples on the board sit, play, run, write, read, talk, discuss, answer, etc.)
Say: I will set the timer and when I say go you get to start listing verbs.
When the timer stops the person with the most verbs listed wins! You cant
start until I say go. Our first location will be the park.
Do: Set the timer for 1 minute and say go.
Do: At the end of the round have the students total their scores and figure out
who won. Play the game at least two more times. Try locations like Waterton
or Wallys Beach. Let the students brainstorm different locations. (Farm,
Friends house, swimming pool, summertime, wintertime)
Assessments/Differentiation:
Walk around the classroom and help students that may be struggling, give
them ideas for verbs to get them going.
Learning Activity #2: Verb Game Round #2 (what is a vivid verb?)
Say: Now I want to introduce a new idea. Can anyone tell me what a vivid
verb is? Would anyone like to guess?
Say: A vivid verb is a verb that is more detailed. For example, instead of
saying she said, we could say she whispered.
Say: It helps the reader picture what youre saying more clearly.
Ask: Can anyone else think of a different word we can use instead of said.
Do: Brainstorm said words with the students (ie/ yelled, screamed,
exclaimed, demanded, shouted, belted, yelped, squeaked, spoke, squawked,
commanded, sung, etc.)
Say: Now we are going to try the Verb Game one more time. This time I

want you to be more creative. At the end of each round instead of just
counting your verbs you will go through your lists. If anyone has the same
verb listed, you both have to cross it off your list. So the only way you can win
is if you are very creative with your verbs.
Do: Play the game a couple times with the new rules. At the end of each
round let the students share some of their best verbs and write them on the
board.
Assessments/Differentiation:
Walk around the classroom and help students that may be struggling, give
them ideas for verbs to get them going.
Learning Activity #3: Vivid Verb Worksheet
Do: Hand out the vivid verb worksheet.
Say: Everyone look at number 1, we are going to do this one together. Then I
want you to try the remaining 9 on your own.
Do: Have student read aloud number 1 to the class. (Mia saw the sleeping
beast)
Ask: Can anyone find a verb in the sentence? (Saw, Sleeping)
Say: First, we will underline the verb. In this sentence, we underlined saw and
sleeping. Now I want you to go through each of the sentences and underline
the verbs.
Do: Give students 10 minutes to go through and underline the verbs. Invite
students who finish early to help their table partners.
Do: Go through and make sure all students have underlined the correct words
in the sentences.
Say: Now we want to get creative. It is your job to make these sentences
more exciting by using vivid verbs!
Say: If we want to make number one more exciting by changing the verbs,
what vivid verbs could we use? (Saw-gazed, starred, glanced, SleepingSnoring, drooling, exhausted, slumbering)
Say: I want you to try and complete the remaining 9 questions on the
worksheet. If you need to, you can talk about the sentences with your table
group.
Say: Your job is to write your new sentence on the line and put a box around
your new vivid verb.
Do: Give students 15 minutes to work on assignment.
Do: After assignment, go over assignment and have kids read their new
sentences for each question.
Assessments/Differentiation:
Circulate room ensuring that all students stay on task and understand what is
expected.
Sponge Activity: Vivid Verb Scavenger Hunt Reading Activity
If there is extra time, the students can choose a book to read with a partner.
While reading the students will look for sentences that contain examples of
vivid verbs and write them in their notebooks so they can share them with
the class later.
Closure (5 min.):

Consolidation/Assessment of Learning:
Do: Collect students worksheet.
Feedback From Students:
Ask: Does everyone have an understanding of what a verb/vivid verb is?
Ask: Why do vivid verbs help improve our writing?
Feedback To Students:
Say: Great job today everyone. You had some really creative vivid verbs. Im
excited to hear you use them in your writing.
Transition To Next Lesson:
Tomorrow we are going to work on using vivid verbs in our own sentences and
stories.

Worksheet

1. Mia saw the sleeping beast.


2. Mom made dinner.
3. I walked up the stairs without making a sound.
4. Hello Mrs. Jones! Glenda said.
5. Sami went across the icy pond.
6. The girls laughed as they rushed to dance class.
7. Tyler ate lunch, barely stopping to breathe in between bites.
8. We left school at 3:30.
9. Timmy got a brand new video game.
10. Mrs. Cobb put the stapler on the table.