Lesson Title/Focus Subject/Gra de Level Unit

Mad Libs Grade 4 Language Arts Grammar and Creative Writing

Date Time Duratio n Teache r

Nov. 12, 2013 30 minutes Marco DAversa

OUTCOMES FROM
General Learnin$ Outcomes% S&eci'ic Learnin$ Outcomes%

L!ERT

"ROGR M OF STUD#ES

Outcome 4: Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication. 4.1: Revise to ensure an understandable progression of ideas and information 4.1: Use an increasing variety of words to express and extend understanding of concepts related to personal interests and topics of study 4.2: Identify correct nounpronoun agreement, and use in own writing. LE R(#(G O!)ECT#*ES

Students +ill% 1. evise t!eir "or# to ensure it is understanda$%e and &resents t!eir ideas &ro&er%'. 2. A&&%' a variet' o( "ords to e)&ress t!eir understanding conce&ts in "riting. 3. *denti(' correct noun+&ronoun agreement in ot!er or o"n "riting.

SSESSME(TS
Observations% *n m' introduction * "i%% o$serve m' students as t!e' "or# t!roug! t!e mad %i$ and ans"er t!e #e' ,uestion during our c%ass discussion. * "i%% c!ec# to see i( students understand "!at and !o" to use ver$s, nouns and etc. as "e%% as i( t!e' can (ormu%ate t!e mad %i$ on t!eir o"n. -or t!e activit' * "i%% $e o$serving m' students as t!e' ma#e t!e connection $et"een a&&%'ing t!ese "ords to t!eir o"n "riting. * "i%% ma#e sure t!e' !it t!e re,uirements * set u& &rior $ut a%so are &ersona%i.ing t!eir mad %i$ and editing t!eir "riting. -or t!e c%osure * am $asica%%' o$serving t!at t!e students understand t!e c!anges t!at need to $e made as "e%% as i( t!e' can c%assi(' "!at "ord to ta#e out (or t!e mad %i$ to $e success(u% i( t!eir &eer "ou%d "or# t!roug! it. /0 1hat chan$es can be made to -our +ritin$ to ma2e it better3 40 1hat 2ind o' 5e6&ensive +ords7 can -ou use in -our +ritin$3 80 1hat are the di''erences bet+een noun9 &ronoun9 adjective9 verb and etc03 Rou$h Dra't o' Mad Lib

,e- .uestions/

"roducts/"er'orman ces%

LE R(#(G RESOURCES CO(SULTED

A%$erta 0rogram o( 1tudies !tt&/22""".itsamad%i$s"or%d.com2inde).&!&3 edition40 Prior to lesson Attention Grabber, Assessment of Prior Knowledge and Transition to Body

M TER# LS
Smartboard "a&er "encil

(D E.U#"ME(T

"ROCEDURE
1tudents "i%% !ave &racticed doing mad %i$s as a c%ass and understand !o" to use di((erent grammatica% "ords in order to create good sentences. #ntroduction Time * com$ined a%% m' as&ects o( m' introduction $ecause t!e' are a%% re%ated and a%so to save time (or t!e activit'. 5o $egin "it!, * "i%% go onto t!e "e$site !tt&/22""".itsamad%i$s"or%d.com2inde).&!&3edition40 and as a 8 min c%ass "e "i%% do a mad %i$. W!i%e "e are doing t!e mad %i$ 6t!ere are categories (or ver$, noun and etc.7 * "i%% as# t!em to remind me "!at eac! o( t!ese grammatica% "ords mean. 5!is is

Adapted from a template created by Dr. K. Roscoe

Advance Organizer/Agenda

Learning Activity #

"!ere students "i%% ans"er t!e #e' ,uestion :8; 1hat are the di''erences bet+een noun9 &ronoun9 adjective9 verb and etc03 A(ter"ards * "i%% e)&%ain t!e activit' to t!e students and "e "i%% go into "or#ing on t!eir o"n mad %i$. 5!e agenda o( t!e c%ass is &rett' $asic and * "i%% communicate it to t!e c%ass at t!e $eginning o( t!e %esson. 9asica%%', "e are doing one activit', "!ic! is to "or# on a mad %i$ o( t!eir o"n to s!are and &resent to t!e ot!er students. 5!e roug! dra(t &ortion "i%% $e (inis!ed toda' "it! some editing. !odMad Lib ctivit-% 1tudents "i%% create t!eir o"n mad %i$ stor' o( t!eir &ersona% c!oice. *n t!is c%ass t!e roug! dra(t "i%% $e &ortion created "it! some editing and revising done. As students are se&arated into t!ree grou&s t!at !ig!%ig!t di((erent %eve%s o( understanding o( Language Arts * "i%% &rovide di((erences in eac! grou& to accommodate t!eir %eve%s o( %earning. Above Average : grou& "i%% need to "rite nine %ines o( mad %i$s. 5!e' "i%% a%so need to re&%ace ten "ords (or mad %i$s. Average : grou& "i%% need to "rite ; %ines o( mad %i$s. 5!e' "i%% a%so need to re&%ace eig!t "ords (or mad %i$s. Below Average : grou& "i%% need to "rite 8 %ines o( mad %i$s. 5!e' "i%% a%so need to re&%ace (ive "ords (or mad %i$s. 1tudents "i%% go t!roug! t!e (o%%o"ing &rocess o( "riting t!eir o"n mad %i$/ 1. Write t!e corres&onding %ines o( t!eir mad %i$ 2. <nder%ine "!at "ords t!e' "ou%d %i#e to re&%ace and "!at #ind o( "ord categories t!e' (a%% under. 3. evise s&e%%ing and edit (or sentence structure. 4. Later trans%ate to good co&' (orm. 1tudents "i%% !ave ans"ered #e' ,uestions :/; and :4; 1hat chan$es can be made to -our +ritin$ to ma2e it better3 nd 1hat 2ind o' 5e6&ensive +ords7 can -ou use in -our +ritin$3 * "i%% assess t!e students (ormative%' $' "a%#ing around and a%so sitting do"n at t!e des# and ans"ering an' ,uestions. W!en * "a%# around and %oo# at eac! students "or#, * can as# t!em is t!ere anot!er "ord t!at 'ou can use to re&%ace t!is $oring "ord or can 'ou !ig!%ig!t some o( t!e t!ings 'ou are missing t!at need to $e edited %ater. A%so * "i%% !ave students s!o" me t!eir roug! dra(t o( t!eir mad %i$ $e(ore getting t!eir good co&' "or#s!eet. Closure 5o $ring t!e c%ass $ac# toget!er, * "i%% as# t!e students $rie(%' "!at t!e' (ound eas'3 W!at t!e' (ound !ard3 As "e%% as s!o" t!em t!e good co&' e)em&%ar t!at * created (or t!em. *n t!is "a' t!e' can ans"er and see ot!er ideas and o&inions o( ot!er students "!i%e a%so !aving a c!ance to visua%%' see an e)am&%e o( t!e (inis!ed &roduct. 5!e (eed$ac# * "i%% receive (rom t!e students is t!roug! m' o$servations as "e%% as t!eir "or#. W!i%e t!e' "or# on t!eir roug! dra(t * !ave a c!ance to see !o" t!e' are using certain "ords and a%so t!eir editing s#i%%s during t!e &rocess. 5!e (eed$ac# * can give $ac# to students is $asica%%' ver$a% comments (rom t!e c%ass discussion as "e%% as "!en * o$serve t!ere "or#. 5!e $iggest (eed$ac# students "i%% receive is "!en t!e' !and in t!eir roug! co&' to get a&&rova% to do t!eir (ina%

Time

20 min

Assessments/ Differentiation:

Time

Assessment of Learning!

5 min

"eedbac# "rom $t%dents! "eedbac# To $t%dents

Adapted from a template created by Dr. K. Roscoe

Transition To &e't Lesson

co&'. * can give t!em comments o( "!at * %i#ed, "!at t!e' can do $etter and etc. 1tudents "i%% ma#e a good co&' o( t!eir mad %i$s on t!e "or#s!eet &rovided $e%o" and "i%% s!are t!eir good co&' to t!e c%ass or ot!er students to do.

Re'lections 'rom the lesson

Name/

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Date/

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5'&e o( Words 5o 9e 1. Noun 2. Noun 3. Noun 4. Noun 8. Noun e&%aced 6circ%e "!ic! one to $e re&%aced7/ =er$ =er$ =er$ =er$ =er$ 0ronoun 0ronoun 0ronoun 0ronoun 0ronoun Ad>ective Ad>ective Ad>ective Ad>ective Ad>ective Adver$ Adver$ Adver$ Adver$ Adver$

Adapted from a template created by Dr. K. Roscoe

?. Noun ;. Noun @. Noun A. Noun 10. Noun

=er$ =er$ =er$ =er$ =er$

0ronoun 0ronoun 0ronoun 0ronoun 0ronoun

Ad>ective Ad>ective Ad>ective Ad>ective Ad>ective

Adver$ Adver$ Adver$ Adver$ Adver$

Adapted from a template created by Dr. K. Roscoe