Miss Boak's Teaching portfolio - Introduction



Lesson Planning TemplateLesson Title: Nouns, Verbs, and Adjectives Grade: 3rdGoals or Objectives: Student will be able to discriminate between nouns, verbs, and adjectives by sorting words into different categories.Students will be able to construct a story by filling in blanks with verbs, adjectives, and nouns. Grade Level Guide: Content StandardsContent Curriculum Focal Points (ie: NCTM, IRA,…)Common Core State StandardsInterdisciplinary Connections IRA 2.1 Use instructional grouping options (individual, small-group, whole-class, and computer based) as appropriate for accomplishing given purposes. CCSS.ELA-LITERACY.L.3.1.AExplain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.The lesson begins with a word sort that includes scientific terms familiar to the students that can be categorized by noun, verb, and adjective. Academic Language: Nouns, Verbs, Adjectives. Students’ Needs: Students must have prior knowledge of words and how they can be categorized. Students must have prior knowledge of science vocabulary terms. English Language LearnersSpecial Needs (can be a group such as “struggling readers” or individuals) Pair ELLs with another student. The student will be provided with a words in spanish and english that they will act out for verbs charades. Student with ADHD- Behavior Chart, the activities chosen allow the students to move around and if the student needs to stand up they can.Student who is visually impaired- Printed text from video in bigger font.Struggling Reader- pair them with another student Materials: List materials for both Student Needs and Teacher NeedsStudent NeedsWriting UtensilTeacher NeedsAccess to technologyWord Sort cut outs Stations InstructionsStations SignsNoun stationWorksheet Technology to watch videoVerb stationVerb cut outs for charadesAdjective stationBox of objectsMad Lib worksheets (2)Glue Language Function: Students will be asked to analyze a group of words and organize them into categories. They will then justify their classifications to the class. Lesson PlanBefore: The lesson will begin with a word sort. Students will work in groups to sort words in whatever way they see fitting. After the students sort their words, we will ask them how they categorized them. We will then explain that words can be organized in different ways such as by parts of speech, specifically nouns, verbs, and adjectives. During: We will then introduce nouns, verbs, and adjectives by showing them an Animoto. Following the video, we will formatively assess their knowledge of the three parts of speech by asking them to pick out nouns, verbs, and adjectives in the sentences provided at their tables. We will address any questions or confusions they might have regarding the parts of speech. After we have ensured that students understand the content, we will inform them that they will participate in three stations with individual focus on each part of speech. We will then direct them to look to their paper telling them what station they will be participating in first, second and third and move to their station.Station 1 Verbs Charades: Students will pick one group member to be the first actor. This person will pick a paper out of a jar. There will be two words on the paper and the student will have to decide which one is the verb and act it out without using words or sounds. Other students will have to guess the verb. Once someone has guessed the next student will go.Station 2 Adjectives in Action: Each student will sit down in front of a box. The students will seStation 3- Nouns Hunt: After: After completing the stations students will return to their original table. Each table will receive a madlib to fill out as a group. Students will fill in the blanks with nouns, verbs, and adjectives. After completion students will take turns reading their madlibs out loud. For a final, informal assessment students will take out the words from their word sort and organize them into nouns, adjectives, and verbs. They will then glue them onto a sheet of paper. Assessment: How will you determine who knows which objectives? Describe the tools and techniques you will use. Type of assessment(formal or informal)Description of assessmentModifications to the assessment so that all students could demonstrate learningEvaluation Criteria- What evidence of student learning (related to the learning objectives and central focus) does the assessment provide? Informal assessment Students will complete a Mad Lib which asks them to fill in blanks with nouns, verbs, and adjectives and will read stories to the class. Students will sort words into verbs, adjectives, and nouns and glue them to a paper. Mad Lib will be enlarged for student with visual impairment. Print will be enlarged for student with visual impairment. Students will have to be able to think of nouns, verbs, and adjectives to be correctly placed in various blanks throughout the story that identify which specific part of speech it requires. Students must correctly place verbs, adjectives, and nouns into correct categories. Resources: Include assessments, rubrics, and online resource links incorporated into the lesson, if applicable. Video: Hunt: Analyzing Teaching: To be completed after the lesson has been taught What worked? What didn’t? For whom?The stations went very well. The students were engaged in the activities and achieved a deeper understanding of verbs, adjectives, and nouns. We also planned out who would say what beforehand and this helped the lesson to flow. We both walked around throughout the lesson and checked in with students, particularly with students with special needs and I believe this was very effective. The Mad Lib Activity took longer than expected. It dragged on a bit at the end and I think students started to get distracted and to zone out. We also ran out of time for the closing activity in which students would recreate the word sort from the beginning of the lesson.AdjustmentsWhat instructional changes do you need to make as you prepare for your next lesson?To shorten the Mad Lib activity I would either by making the Mad Lib story shorter or by having students read the Mad Libs with the people at their station. This would make more time for the final activity. Proposed ChangesIf you could teach this lesson again to this group of students what changes would you make to your instruction?Whole class: Students are not always willing to raise their hands and answer questions. When we asked students to look for verbs, nouns, and adjectives in the sentences written on the board it was difficult to get students to answer. To get students more engaged, next time I would give each student a white board or a piece of paper. Students would figure out the right answers for each sentence and hold up the board or paper so we could quickly assess their understanding.Groups of students: The stations activities went really well and I do not think there was much change needed, but next time I would make sure to include more than four objects for the station about adjectives. Students ran out of items to describe before the end of the activity.Individual students: Most work was done in groups but next time I might have students complete their Mad Libs papers individually to determine the understanding of each student.JustificationWhy will these changes improve student learning?What research/theory supports these changes?Changing the length of the Mad Lib activity will allow students more time for building knowledge. If students are engaged they are more likely to remember what they are learning. The purpose of using white boards and of having students complete their Mad Libs individually is to allow us to assess students’ individual understanding. The station activities and video allow students understandings to be scaffolded. After this scaffolding is provided, however, material should be within students’ zone of proximal development. We need to have ongoing assessment throughout the lesson so we can clarify misunderstandings. If students are always working in groups we do not know if they all understand the content individually. Making these changes would allow us to assess individual students. Stations SignsStations InstructionsItinerariesVerbs Charades WordsWord Sort WordsAcidicRenewableMagneticDenseScientistMalleableIdentifyInferHeat EvidenceHypothesizeVariableObserveBalanceMassMeasurePredictSpaceIsaac NewtonElementMicroscopeDescribeMatterBoilTransferErodedSimpleLiquidSolidDecomposeNoun Hunt WorksheetBehavior Chart ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download