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Parts of Speech Lesson Plan

Lesson Title: Under the Sea Parts of Speech

Grade: 3rd

Goals or Objectives: The students will be able to differentiate between nouns, pronouns, adjectives and
verbs. They will write examples of different parts of speech as well as create sentences to display what
they know. The students will be working in groups and each child will participate orally and in written
Grade Level Guide: Content Standards
Content Curriculum Focal Points
(ie: NCTM, IRA,)
11. Students participate as
knowledgeable, reflective, creative,
and critical members of a variety of
literacy communities.

Common Core State Standards

Interdisciplinary Connections

Demonstrate command of the
conventions of standard English
grammar and usage when
writing or speaking.
a. Explain the function of
verbs, adjectives, and
adverbs in general and
particular sentences

Parts of speech correlates with word

problems in a math lesson. Students
need to be able to identify what the
question is asking them to do. Our
under the sea theme could be in
conjunction with a Science lesson
regarding sea life.

Academic Language: noun, pronoun, adjective, verb

Students Needs: Students will be expected to know how to formulate and write a sentence with proper
sentence structure.
English Language Learners

Special Needs (can be a group such

as struggling readers or

For students who are learning

English as a second language we
would write the words noun,
pronoun, adjective and verb in their
own language on the cup activity.
This allows the student to
understand the type of words we are
looking for as make the connection
between English words and their
native language words.

Sensory Processing Disorder Sensory processing (sometimes

called "sensory integration" or SI) is
a term that refers to the way the
nervous system receives messages
from the senses and turns them into
appropriate motor and behavioral
UDL: gloves

Technology (prezi)
Construction paper
Markers/ Pens
Dry erase board
Dry erase markers

Ziplock Bags
Wrapping Paper
Goldfish crackers
Plastic baggies
Popsicle sticks
Language Function: The students will be analyzing sentences with in their books. Once this is done they
will explain the parts of speech on their foldables. The students will finish by interpreting what they have
learning by synthesizing their own sentences.
Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize
Lesson Plan
Before: Students will come into the classroom and receive a number from the fish bowl. This number will
represent their group later on in the lesson. At their desk they will find a foldable to fill out. This foldable
will act as a follow-along-activity for students so come up with examples as the teacher goes over the
powerpoint. The powerpoint will be the explanation component of the concepts the educator hopes to instill.
1. The teacher will go over the prezi on the parts of speech and as they cover a specific part of speech,
the students will turn to their foldable and come up with their own noun, adjective, pronoun or
2. After the prezi is finished, students will have the opportunity to get into their groups.
3. Their group will be formed by the number they received at the door.
4. Students will have to find the book labeled with the number of their group somewhere in the
5. Students will unwrap their books and read to the group however they choose.
6. As they read their book, students will pick out parts of speech - specifically 3 nouns, 3 pronouns, 3
adjectives and 3 verbs - to write on popsicle sticks distributed to each group.
7. Then each group will receive 4 cups titled noun, pronoun, adjective and verb.
8. Students will have to categorize the words they chose from their books by placing them into the
9. After each group finishes categorizing their popsicle sticks, they will rotate cups between groups in
order to mix up the words.
10. After receiving their cups, each group will have to come up with sentences using all the words
given to them; however many sentences it takes.
11. Students will have the opportunity to share these sentences on the board.
12. Then, as a challenge, each group must use all their words in one sentence.
13. Each group will present their very long sentence containing all their words.
14. Students will be dismissed with a treat (goldfish crackers)
After: Students will be presenting their sentences they create from the popsicle-stick-words they found
throughout their book. Through these sentences, the groups will be coming up with examples to help
reinforce the concepts they learned over the course of this lesson. In other words, they are learning the terms
and then applying them in a hands on group activity.
Assessment: We will be able to determine if our objectives are met by assessing if the students are able to
create sentences using the different parts of speech.

Type of assessment
(formal or informal)


Description of

Modifications to the
assessment so that all
students could
demonstrate learning

Evaluation Criteria- What

evidence of student learning
(related to the learning
objectives and central focus)
does the assessment provide?

The students will get

together with their
groups and create
sentences using the
different parts of
speech on their

This assessment could

be modified by
allowing some students
to write their sentences,
so they do not have to
talk in front of
everyone, and some
students say their
sentences out loud.
We could also ask
students who are more
gifted in this area to
create a more complex

The assessment will provide the

students with an opportunity to
show the difference between
nouns, pronouns, adjectives and
verbs. Through preparing
examples of different parts of
speech as well as create
sentences the students will be
able to display what they know.

Analyzing Teaching: To be completed after the lesson has been taught
What worked?
What didnt? For whom?
What instructional changes do you need to
make as you prepare for your next lesson?
Proposed Changes
If you could teach this lesson again to this
group of students what changes would you
make to your instruction?

Whole class:
Groups of students:
Individual students:

Why will these changes improve student
What research/theory supports these changes?