Riana Wilhelm

15th October 2015

Reading and Writing
A. Title of Lesson: Action and beyond with Christopher Columbus
B. Context of Lesson
The purpose of this lesson is to teach my second grade students about action verbs.
Throughout the week we have been discussing linking and action verbs. This lesson
culminates the two because it allows us to determine which is which when given a list of
words. It also has an interactive element because the students will be able to identify
action verbs in a paragraph by dramatizing them. They will also be given the opportunity
to play action verb charades. Through this lesson students will solidify what they have
learned about verbs thus far.
The students will also continue learning more about Christopher Columbus and his
journey through the read aloud. The read alouds this week have guided them in their
writing prompt which is based on being an explorer like Columbus.
C. Learning Objectives

Understand
The student will
understand the
difference between a
linking verb and an
action verb.
The student will
understand what an
action verb is.

Know
The student will know
that a linking verb
connects the subject of
a sentence to
information about that
subject.
The student will know
that an action verb
expresses physical or
mental action.

Do
The student will sort
words into linking and
action verbs.
The student will
complete an action
when they hear an
action verb in a
passage.
The student will
dramatize and identify
various action verbs.
The student will
complete their Daily 5
rotations.

D. Assessing Learning
Learning will be assessed through the linking verb and action verb sort that students
complete. Observations will also be noted as the students participate with the action
paragraph and action verb charades game. How they perform in both of those activities
is a good indicator of their knowledge of action verbs.

E. Related SOLs
Virginia Standards of Learning
2.2 The student will expand understanding and use of word meanings.
a)
Increase listening and speaking vocabularies.
b)
Use words that reflect a growing range of interests and knowledge.
e)
Use vocabulary from other content areas.
2.3

The student will use oral communication skills.

c)
Participate as a contributor and leader in a group.
e)
Follow three- and four-step directions.
f)
Give three- and four-step directions.

F. Materials Needed
Linking and action verb sort Ms. Wilhelm
Pencils - Students
Document camera Classroom
Follow the Dream Ms. Wilhelm
Action paragraph Ms. Wilhelm
Charade cards Ms. Wilhelm
G. Procedure
Collect word study homework
Review linking and action verbs
Have students complete linking and action verb sort individually
Complete linking and action verb sort as a whole group
Have students place their worksheets in the Keep at Home side of their
folder
Read aloud a short paragraph and have students act out the action verbs as
they are heard aloud
Students will play action verb charades
Introduce read aloud to the students
Discuss what we already know about Christopher Columbus
Ask students to make predictions based on the title of the book
Read book aloud and stop where necessary
Inform students of the rotations
o Remind them to have appropriate capitalization and punctuation in
their writing
Rotations
o Read to self
o Work on writing
o Conferencing

I will be conferencing with students. I will be looking at what

book they are currently reading and determine if it is a good
fit for them. I will also complete a fluency passage with them
to see if their accuracy has improved as well as their WPM.

H. Differentiation
When we are completing action verb charades, I will give specific charade cards to
students based on their confidence and knowledge of action verbs.
I. What Could Go Wrong
Since I will have my students up and moving around throughout my writing lesson, it
may be challenging to get them to settle back down for rotations. I am concerned that
the movement that would be involved during the paragraph reading and verbs charade
may rile my students up too much. They will be very excited about being able to jump,
run, etc. that it might become too chaotic of a learning environment. To deter this from
happening, I will try to be incredibly clear in my directions and set high expectations for
my students.
Also, one of my students has autism and gets upset easily if she does not get a turn. To
ensure that she does not get upset during the lesson, I will do my best to make it known
to students that we will not all get a turn today. Hopefully, in making that statement she
knows she may get a turn another time. If she is incredibly well-behaved I will most
definitely call on her to ensure she does not get upset (Note: she isnt supposed to be
called on when she is talking, being off task, etc.).