Lesson plan - Study Island



|Reading Lesson: Parts of Speech |Grade Level: 6 |

|Lesson Summary: Students brainstorm parts of speech lists with a school theme, and then create a color-coded poster during a timed challenge. Students complete a |

|worksheet identifying the correct part of speech for underlined words. Advanced learners will use an assortment of nouns, verbs, adjectives, and adverbs to fashion|

|acrostic poems using their given names. Struggling learners will replace underlined nouns with pronouns. |

|Lesson Objectives: |

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|The students will know… |

|that nouns, verbs, adjectives, adverbs, pronouns, prepositions, conjunctions, and interjections are called “parts of speech.” |

|that parts of speech are used in speaking and writing. |

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|The students will be able to… |

|identify parts of speech. |

|use parts of speech while writing. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|Pre-Assessment: |

|Review parts of speech with students. Write the following columns on the blackboard. Noun: person, place, thing, idea. Pronoun: word used in place of a noun. Verb:|

|shows action, links subject to another word in the sentence. Adjective: describes a noun or pronoun. Adverb: describes verb, adjective, or another adverb. |

|Preposition: relates a noun or pronoun to another word in the sentence. Conjunction: used to link sentences, clauses, phrases, or words. Interjection: used to |

|express a strong emotion. |

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|Offer an example for each part of speech, and then invite students to share examples. |

|Whole-Class Instruction |

|Materials Needed: Parts of Speech Worksheet*, poster board, ruler, pencils, markers, and color-coded Post-it notes |

|Procedure: |

|Presentation |

|Have students brainstorm nouns and verbs with a school theme, and write all these words on the blackboard. Start students off with several examples, such as: |

|quiz, bus, teacher, test, librarian, gym; learn, study, read, write, understand, compete. |

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|Ask students to supply adjectives for all of the nouns they have brainstormed, and adverbs for all of the verbs. Students can compare their lists. |

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|Guided Practice |

|Have students divide a poster board into eight equal sections, and title the poster Parts of Speech. Assign a color to each part of speech, writing the color-coded|

|key on the blackboard. Tell students to label each section of their poster with the different parts of speech—nouns, verbs, adjectives, adverbs, pronouns, |

|prepositions, conjunctions, interjections—using the correct color marker. |

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|Have students use Post-it notes corresponding to the color key to write at least two examples for each part of speech, and then attach their examples to the |

|correct section of the poster. This can be a 10-minute timed challenge. |

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|Independent Practice |

|Distribute copies of the Activity Worksheet.* Students identify the correct part of speech for an underlined word on the worksheet. |

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|Closing Activity |

|Ask students to share two favorite interjections and then supply sentences for each. |

|Advanced Learner |

|Materials Needed: poster board, scissors, glue, and old newspapers and magazines |

|Procedure: |

|Show an example of an acrostic poem and explain how it uses the letters in a word to begin each line of the poem. Invite students to create acrostic poems using |

|their given name as the topic word. They can print their names and then cut out words from newspapers and magazines to create their poems. Challenge students to |

|use an assortment of nouns, verbs, adjectives, and adverbs in their poems. |

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|Then have students glue the words into place on the posters. Display the posters on a bulletin board. |

|Struggling Learner |

|Materials Needed: pencils and paper |

|Procedure: |

|Write the following sentences on the board, and tell students to replace the underlined nouns with pronouns. Review the answers as a group. |

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|Jackson [He] went to the grocery store with his father. Jackson and his father [They] wanted to make a special dinner. Today Jackson’s [his] parents were |

|celebrating their anniversary. Jackson helped bake a tray of lasagna because he knew his mother would enjoy the lasagna [it]. |

*see supplemental resources

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