Lesson 1: Verbal Review

May 14th, 2015

1) Standards
i) E07.C.1.1.4: Establish and maintain a formal style.
ii) E07.D.2.1.1: Choose language that expresses ideas precisely
and concisely, recognizing and eliminating wordiness and
redundancy.
2) Objectives:
i) Students will review key terms from the chapter to review for
the quiz
ii) Students will complete the chapter review in order to practice
the different types of verbals
3) Essential Questions:
i) What is a verbal?
ii) What are the 3 types of verbals?
iii) How do verbals function in a sentence?
4) Lesson Outline:
i) Verbal Review: Teacher will ask students to provide
definitions/ answers to questions about the chapter:
(a) What is a verbal?
(b)What are the different types of verbals?
(c) What do past and present participle do in the sentence?
(d)What is a gerund?
(e) What does a gerund do in the sentence?
(f) What is an infinitive?
(g)What does an infinitive do in a sentence?
ii) Review of notes: Teacher will write up the definitions on the
board to make sure that all students have the correct notes in
their notebooks (the quiz is open-notes) This review of notes
also acts as visual support.
iii)Engagement Task: Each student will be given 3 flashcards
with the words: gerund, infinitive, and participle. The teacher
will write up different examples and the students must hold
up the appropriate card that corresponds with the sentence.
iv)Teacher modeling: Teacher will explain the grammar review
that the students will be completing. Teacher will model how
to do each exercise by completing one question from each
exercise.
v) Independent/ Group work: Students will work
independently or with a partner to complete the grammar
review for the remainder of the class period
5) Homework:

i) Student may need to finish the grammar review for homework

if they are not able to finish it in class. They should also begin
to study for the quiz
6) Materials:
i) Textbooks
ii) Notecards
7) Differentiated Instruction:
i) Visual and Auditory Support: By providing both visual and
auditory support during the review, more students are able to
take in the information that I am sharing with the class
ii) Engagement task: Having students hold up their own
notecard to answer the question, gives each student an
opportunity to answer the question
iii) Group Work: Giving students the option to work with a
partner will allow students who might need a little help to
receive it from peers. However, the option to work alone is
still there for students to work alone.
8) Formative Assessment:
i) Flashcard Review: During the flashcard review, the teacher
will ensure that all students understand how to differentiate
between the different types of verbals.
ii) Group Work: During the grammar review, the teacher will
walk around to make sure that all groups and individuals
understand the different exercises.
iii)Review of Exercises: The following class period, the class
will go over the exercises, the teacher will call on students at
random to ensure that all students are being assessed for
completion and accuracy.
9) Reflection
i) Positives:
(a) Students were engaged in the exercise with the
notecards. They seemed to enjoy the challenge of
selecting the appropriate card.
(b)The sentences that I used highlighted the key concepts
that I wanted to review and they were similar to what
the students would encounter on the quiz
(c) The notes on the board helped me to clarify and
reinforce concepts throughout the class period
ii) Negatives:
(a) I spoke a little fast in the beginning. I should have
slowed down because I had plenty of time.

(b)I should have written the notes up ahead of time so they

would already be there. Writing up the notes took
longer than I thought.
(c) I should have written up the sample exercises that I did
with the class because some students were still unsure
of what they had to do for the exercises.

Lesson 2: Making Subjects and Verbs Agree

May 21st, 2015
1) Standards:
i) E07.C.1.1.4: Establish and maintain a formal style
ii) EO7.D.2.1: Use knowledge of language and its conventions
2) Objectives:
i) Students will be able to identify subjects and verbs in a
sentence
ii) Students will be able to select the appropriate verb for the
subject in the sentence using a specific set of rules
3) Essential Questions:
i) What is a subject?
ii) What is a verb?
iii) How do subjects and verbs agree?
4) Lesson Outline:
i) Opening Activity: Ask for student volunteers to come to the
board to locate the subject and verbs of each sentence. The
rest of the class will then decide whether they think the
subject is singular or plural
(a) Does anyone see a pattern between the subjects and
verbs?
ii) Direct Instruction: Teacher will then explain that subject
and verbs must agree in a sentence
(a) Singular verb form usually ends in s or es
(b)Plural verb form usually does not end in s or es
iii)Teacher Modeling: Teacher will introduce the engagement
task and how it will work. There are two different jars, one
with subjects and the other verbs. Each person will pull a
subject and a verb. Students will then be tasked with writing
a sentence with the subject and verb that they pulled from
the jar. The teacher will model this for the students by pulling
out a subject and a verb and writing a sentence on the board.

iv)Engagement Task: After the teacher modeling, students will

then begin pull out their subjects and verbs and then begin
writing. The main goal of this activity is to have students
practice subject and verb agreement.
v) Review: Students will then share their sentences with the
class. The teacher will be sure to point out the subjects and
verbs and how they agree.
vi)Reinforcement activity: Students will then begin exercises
in the book in order to ensure that they understand this
concept because it is the central theme of the chapter.
Students can complete the work independently or with a
partner. They will have the remainder of the class period to
complete the exercises.
5) Homework: If students do not complete the reinforcement activity
in class, they will need to finish it for homework.
6) Materials:
i) Textbooks
ii) Colored Dry-Erase markers
iii) Mason jars w/ subject and verb papers inside
iv) Colored paper
7) Differentiated Instruction:
i) Choice: Students are able to select any 10 questions from
the exercises. This choice allows students to select the
questions they are most interested in.
8) Formative Assessment:
i) Sentence Formation Exercise: Teacher will collect the
sentences that the students write for the activity. Teacher will
assess the sentences to see students current understanding
of subject-verb agreement
9) Reflection:
i) Positives:
(a) Students enjoyed writing their own sentences. Most
students were engaged during this activity.
(b)I think I explained the core concepts of the lesson
clearly.
ii) Negatives:
(a) 1st period I went too quickly through the lesson. I should
have done more examples
(b)I should have labeled and explained the exceptions and
pronoun rules more explicitly

Lesson 3: Problems with Locating the Subject

May 22nd, 2015
1) Standards
i) E07.C.1.1.4: Establish and maintain a formal style.
ii) E07.D.2.1.1: Choose language that expresses ideas precisely
and concisely, recognizing and eliminating wordiness and
redundancy.
2) Objectives:
i) Students will be able to locate the subject even when it is
separated from the verb
ii) Students will write using a verb that agrees with a subject that
does not immediately precede the verb
3) Essential Questions:
i) How can you locate the subject when it is separated from the
verb?
4) Lesson Outline:
i) Bellringer/Review: Students will raise their hands to identify
the subject and the verb of the sample sentences:
(a) The river is flowing rapidly.
(b)Lebron James plays basketball.
ii) Introduction of Topic/Teacher modeling: Teacher explains
that sometimes the subject is more difficult to identify than in
the bellringer review. Teacher models how to locate the
subject by diagraming the sample sentences. The teacher will
ask for student volunteers to help identify parts.

(a) The boys of the neighborhood play baseball every

night.
(b) The river, flowing rapidly, is filled with trash.
iii)Note Taking: Teacher will explain the notes/tips written on
the board for students to add to their notes. Teacher will
stress the importance of adding the notes to their notebooks
since the quiz is open-notes.
iv)Verbal Review: After students have written the tips in their
notebooks, teacher will review the different sample sentences
with the students. The teacher will ask for student volunteers
to answer questions about locating the subject.
v) Practice Exercise: The class will complete a practice
exercise in the book together in order to ensure that all
students understand how to complete this type of exercise.
Teacher will write up the answers to the exercise as the class
progresses through the exercise. Students should be
following along in their notebooks.
5) Homework: After the class has finished the practice exercise,
students will begin working on the next exercise individually. They
may select any 10 from the exercise to complete. If they do not
finish it during class, they must finish it for homework.
6) Materials:
i) Textbooks
ii) Colored Dry-erase markers
7) Differentiated Instruction:
i) Visual and Auditory Support: By providing both visual and
auditory support during the lesson, more students are able to
take in the information that I am sharing with the class
ii) Student Choice: Giving students the choice to select any 10
problems for their homework allows them to select the
problems that most interest them.
8) Formative Assessment:
i) Practice Exercise: As the class is completing the practice
exercise together, the teacher will call on different students to
ensure that all students are understanding the key concepts
and skills of the lesson
ii) Review of Exercises: The following class period, the class
will go over the exercises, the teacher will call on students at
random to ensure that all students are being assessed for
completion and accuracy

9) Reflection
i) Positives:
(a) Students seemed challenged and interested in the
material that I was going over.
(b) The tips that I wrote on the board seemed to be
helpful and useful for the students as they were
completing their independent work
ii) Negatives:
(a) Some of the lesson felt a little dry. I should have found
some more creative or interactive ways to present the
material to my students.
(b)I should have had more examples. If I taught this lesson
again I would come up with more examples that were
similar to the sentences that were in the practice
exercises and homework.

Lesson 4: Review for Quiz

June 2nd, 2015
1) Standards
i) E07.C.1.1.4: Establish and maintain a formal style.
ii) E07.D.2.1.1: Choose language that expresses ideas precisely
and concisely, recognizing and eliminating wordiness and
redundancy.
2) Objectives:
i) Students will be able to answer various questions about
subject and verb agreement
3) Essential Questions:
i) What is the subject of the sentence?
ii) What is the verb of the sentence?
iii) Do the subject and the verb agree?
4) Lesson Outline:

i) Jeopardy Review Game: Along with a group, students will

compete in Jeopardy review game in order to review the unit
on subject and verb agreement. The teacher will place
students in groups and explain the rules. For each sample
sentence, the team must:
(a) Identify the subject
(b)Identify the verb
(c) Decide whether the subject and verb agree
(d)Change the verb if needed
ii) Review: Whenever a group misses an answer, other groups
are given an opportunity to answer. When groups miss, the
teacher will take the time to explain what the right answer is
and check back with the group that missed to ensure that
they understand what the answer is and why.
iii)Bonus Round: The bonus round is designed to mirror the
format of the quiz that students will take the following day. At
the end of the class period, the teacher will present the
students with the bonus questions and ask that all groups
complete the questions. This will ensure that all groups are
exposed to this setup.
5) Homework: Students should study for the quiz and review their
notebooks to ensure that they have all necessary notes for the quiz
(the quiz is open-notes)
6) Materials:
i) Projector
ii) Colored Dry-erase markers
iii) Laptop
7) Differentiated Instruction:
i) Visual and Auditory Support: By providing both visual and
auditory support during the review game, more students are
able to take in the information that I am sharing with the class
ii) Collaborative Review: Students are placed in mixed-groups,
which allow them to work collaboratively, and students are
able to act as teachers or helpers to other students.
8) Formative Assessment:
i) Review Game: Teacher will walk around to the different
groups to see how individual students are doing within the
group. Teacher will ensure that all students are contributing
9) Reflection
i) Positives:
(a) Students were engaged and excited to play the
game. The students dont get to do a lot of interactive

activities or games in this class so it was a nice change

for them
(b) The structure of the review was helpful in reviewing
the key concepts of the chapter.
(c) The setup was very similar to the quiz. It acts as a
good scaffolding tool.
ii) Negatives:
(a) This lesson definitely required more than one
teacher, one working the computer and the other
keeping score/circulating. It worked out because I had
the teacher to help me. However, with the setup of this
room, I dont know if I could have done it as effectively
by myself.
(b) Because we selected students in each group to be
spokesperson, they often answered the questions alone
and ignored the rest of the group. I wonder if there is a
better way to ensure that all students are participating
and included.
(c) I ran out of time with a few of the periods and didnt
have time for the bonus round. I need to work on time
management.