Unfamiliar Words and Parts of Speech: Football Phonics

Submitted By: Amanda Grant

EDRL 442: Teaching Literacy 1 Nevada State College - Fall 2013 Instructor: Karen Powell

Lesson Title: Unfamiliar Words and POS: Football Phonics Trophies Teacher Edition: Changing Patterns Theme 3 (3-1) Trophies Story: Pepita Talks Twice

Submitted By: Amanda Grant T.Ed Pages: 42A-68BB CCSS: L.3.1a, L.3.2f

A. Summary of the Lesson Plan: This lesson reinforces students knowledge of nouns, verbs, and adjectives, while using spelling patterns to spell unfamiliar words. This lesson is an activity for the Trophies story Pepita Talks Twice & should take about 15-20 minutes to complete. B. Student Population: Grade Level: 3rd grade Skill Level: On-level Groupings: Whole group (direct instruction & closure), small group (direct instruction & practice), independent (assessment) C. Materials: Trophies E Ed 3-1 (Changing Patterns) page 44 Pepita Talks Twice Trophies Teaching Transparency 12, Jorge and Maria Mock football field Whiteboards, markers, erasers Lined paper, pencils D. Objectives: Common Core State Standard L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Learning Targets Knowledge Target Students must know a noun names a person, place, thing or idea. Students must know that a verb expresses an action, a condition, or a state of being. Students must know an adjective modifies a noun or pronoun. Students must use their knowledge of onset and rime to correctly spell new words (e.g., race, place, face or night, fight, bright). Vocabulary Verb Adjective Common noun

EDRL 442 - Fall 2013

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Lesson Title: Unfamiliar Words and POS: Football Phonics Trophies Teacher Edition: Changing Patterns Theme 3 (3-1) Trophies Story: Pepita Talks Twice

Submitted By: Amanda Grant T.Ed Pages: 42A-68BB CCSS: L.3.1a, L.3.2f

Student-Friendly Learning Targets Student Knowledge Targets I know a noun names a person, place, thing or idea. I know that a verb expresses an action, a condition, or a state of being. I know an adjective modifies or limits the meaning of a noun or pronoun. I can use my knowledge of onset and rime to correctly spell new words (e.g., race, place, face or night, fight, bright). Student-Friendly Vocabulary I know a verb is a word that expresses an action, an occurrence, or a state of being. I know an adjective is a word that describes a noun. I know that a common noun is a person, place, thing, or idea.

E. Procedure: 1. As small groups, have students brainstorm 5-7 familiar short words that use the CVC pattern and write them on their whiteboards. When finished, number twos at each table will share their words with the class. 2. List student responses on the whiteboard. 3. Ask students, by table, to identify which ones are verbs, adjectives, or common nouns and label them as such. 4. Assemble small groups into two larger groups for the game of Phonics Football. 5. Take out Transparency #12 Jorge and Maria, for only you to see at this point. Explain to students the rules of the game: a. Each team nominates a kicker; teacher will flip a coin to determine which team starts the game. b. The first team will listen to the first sentence from Jorge and Maria (vocabulary word is stressed), if team can correctly spell the word using prior knowledge of CVC, they score a touchdown and gain 10 yards. c. The kicker may try for a field goal by identifying the word as a common noun, verb, or adjective, which gains the team an additional 3 yards. d. If the team cannot correctly spell given word, the ball (word) gets placed in the other teams hands, where they will follow the same rules. e. The team to gain the most yards at the end of Jorge and Maria wins. f. Students retreat back to small groups.

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Lesson Title: Unfamiliar Words and POS: Football Phonics Trophies Teacher Edition: Changing Patterns Theme 3 (3-1) Trophies Story: Pepita Talks Twice

Submitted By: Amanda Grant T.Ed Pages: 42A-68BB CCSS: L.3.1a, L.3.2f

F. Closure: Reveal Transparency #12 to students on overhead. Review the Jorge and Maria with the class, making sure to pause and address the spelling pattern in each word, as well as why it is a common noun, verb, or adjective. G. Assessment: Assessment Tool On separate sheets of lined paper, students will individually write at least three sentences properly using a vocabulary word from Jorge and Maria in each. What Is Being Assessed? By writing the sentences, it will be clear if a student is able to use the word in its context (verb, adjective, common noun) as well as correctly spell the word recalling prior knowledge of the spelling pattern CVC. H. Reflection& Thoughts: Which part of the lesson do you think will be the easiest to teach? I think teaching the spelling of unfamiliar words like the ones in Jorge and Maria will be the easiest part of this lesson because by reviewing prior knowledge of CVC words, the students will have a better idea of how to go about doing so. Which part of the lesson do you think will be the most challenging to teach? I think determining if the vocabulary words are common nouns, verbs, or adjectives will be the most challenging to teach because often, students get them mixed up. What lesson or concept should be taught prior to this lesson? Students should know the CVC pattern with smaller words prior to this lesson, as we are now working with larger words. How will you follow up or extend this lesson? During reading groups, I will follow up this lesson by referring back to the components of the lesson and ask students to identify why words are common nouns, verbs, or adjectives. I will also want students to identify the CVC pattern when spelling unfamiliar words in new text during reading groups.

What will you do for students who dont grasp the concepts? Reteach T Ed. pg. S8, S9 Review T Ed. pg. 99C Which part of the lesson, if any, do you think might need to change? I feel like I may need to focus on just one CCSS instead of two.
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Lesson Title: Unfamiliar Words and POS: Football Phonics Trophies Teacher Edition: Changing Patterns Theme 3 (3-1) Trophies Story: Pepita Talks Twice

Submitted By: Amanda Grant T.Ed Pages: 42A-68BB CCSS: L.3.1a, L.3.2f

When you were writing this lesson plan, what was the most difficult part? The most difficult part of writing this lesson plan was coming up with an actual activity that would be appealing to the students. However, I feel that given the time of year and incorporating a game, the students will respond to Football Phonics in a way that will really get them motivated.

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