English Language Arts Lesson Plan Teacher: Gretchen Elliott Day/Date: 11-9-11Grade Level & Subject: 3rd GrammarLesson and/or Unit Title: Action VerbsAmount of Time: One class period (40 minutes)

Common Core Standard(s): Standard 1-Language ArtsGLE 0301.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling.

0301.1.1 Know and use appropriately the meaning, forms, and functions of nouns(including nouns as subjects and objects, singular, plural, and possessives), pronouns(including subject and object pronouns, substitution for nouns, agreement with antecedents),verbs (including past, present, and future tenses; irregular verb; agreement with simple andcompound subjects), adjectives (including vivid descriptive words, comparative/superlative,articles), and adverbs (including common formation and placement in a sentence).SPI 0301.1.2 Identify the correct use of verbs (i.e. present, past, and future tense) withincontext.Standard 3- WritingGLE 0301.3.1 Write for a variety of purposes to different audiences.

0301.3.1 Write on a predetermined topic to a specified audience (e.g., self, peers, adults).

SPI 0301.3.1 Identify the purpose for writing (i.e., to entertain, to inform, to respond to apicture, story, or art).Student Learning Objective(s):

1. The learner will understand the definition of an action verb.2. The learner will know how to find an action verb out of a sentence.3. The learner will be able to write a simple poem using various action verbs.

Assessment For Learning (Summative Or Formative): Formative assessment number 37 No-Hands Questioning. I will ask questions at the beginning of class by picking students to answer. This will help me see what they need to know. Objective number 1.Summative assessment- I will review the play worksheet orally to make sure the students underlined the action verb in each sentence; and allow the students to share their own action verb poems. Objective number1 and 2.Lesson Outcome(s): The learner will be able to pick out an action verb from sentences either orally or written. The learner will be able to give the definition of an action verb. The learner will develop an understanding of verbs and why they are needed.

Key/Essential Questions: When you hear the word action what does that make you think of?What would happen to a sentence if we took the verb out? Would it still mean the same?Why do we need verbs?Can you name some verbs?Key/Academic Vocabulary: VerbActionMaterials/Items Needed: To Root to Toot to Parachute What is a Verb bookNursery Rhyme Verbs- Microsoft Word (This will be pulled up on the computer and displayed on the board)“Play” poem by Lill Pluta- Worksheet

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My Action Verb Poem worksheetHook/Engage: I will read a book called “To Root to Toot to Parachute What is a Verb”Activities: Activity 1: Nursery Rhyme Verbs. I will pull up my word document so it is displayed on the board. This will be for my presentation. I will go over each nursery rhyme sentence and have the student’s identify the verb in each sentence. Activity 2: The “Play” poem worksheet. The students will read the poem and use a red crayon to underline the verb in each sentence. Activity 3: My Action Verb worksheet. The students will write their own poem to the style of the poem from the Play worksheet. They will underline their action verbs using a crayon.Activity 4: Summative Assessment. I will go over the play worksheet orally to make sure the class understood what a verb is. I will also allow the students who want to read their poem to read it for the class.Real-Life Connection: They will see that verbs are a part of everything they say in do. They will recognize that every action is a verb so not matter what they do from going to sleep to playing they are acting out a verb.

Differentiation Notes: Technology IntegrationThere are several activities for the students to complete. Some activities the class will do together and other activities students will work on at their own pace. Modifications for special education students with IEPs and other students with exceptional needs will be discussed with the mentoring teacher.

Highlight desired bullets; check all that apply Word Processing Power Point Internet Resources Graphics/Charts Internet Research Web 2.0 Tool(s) Interactive whiteboard Other: Word Document on White Board

Teacher Strategies - Best Practices (Highlight the row you wish to select; check all that apply)

Student choice Modeling reading strategies Modeling writing strategies or the writing process Cooperative learning Reading aloud Independent Reading Writing before and after reading Implementing pre, post, or during reading activities Teaching metacognitive strategies/reading strategies Hands-on learning/manipulatives utilized Small group Higher-ordering thinking skills Real-world connections Criteria charts created (student-driven; supports learning by defining and clarifying a

task ) Rubrics created (student-centered) Mentor texts Anchor charts (a reference tool that “anchors” new and ongoing learning to key concepts

previously introduced) Research/research materials Evidence of assessment for learning (teacher modifies instruction based on students’

understanding)2

Classroom/Literacy library Writing workshop time Teaching grammar and mechanics in context Conferencing Other (please explain)

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