verbs and nouns

Author:GiovanniEscobar
Datecreated:03/05/20174:03PMEDTDatemodified:04/07/20173:00PMEDT

VITALINFORMATION
Total Number of Students 20 students

Area(s) Students Live In Oakland, CA

Free/Reduced Lunch 100% receive free/reduced lunch

Ethnicity of Students Latino

English Language Learners All students are English Language Learners.

Andy:

Writing : Beginning Speaking: Early Intermediate Reading: Beginning

Aneudy:

Writing : Beginning Speaking: Beginning Reading: Beginning

Ahtiziri:

Writing : Beginning Speaking: Beginning Reading: Beginning

Ana:

Writing : Beginning Speaking: Beginning Reading: Beginning

Carlos:

Writing : Beginning Speaking: Beginning Reading: Beginning

Eddy:

Writing : Beginning Speaking: Beginning Reading: Beginning

Diana:

Writing : Beginning Speaking: Beginning Reading: Beginning

Widman:

Writing : Beginning Speaking: Early Intermediate Reading: Beginning

Karla:

Writing : Beginning Speaking: Beginning Reading: Beginning

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 Sophia:

Writing : Beginning Speaking: Beginning Reading: Beginning

Emily:

Writing : Beginning Speaking: Beginning Reading: Beginning

Ricky:

Writing : Beginning Speaking: Beginning Reading: Beginning

Merilyn:

Writing : Beginning Speaking: Beginning Reading: Beginning

Brandon:

Writing : Beginning Speaking: Beginning Reading: Beginning

Adilene:

Writing : Beginning Speaking: Beginning Reading: Beginning

Jose:

Writing : Beginning Speaking: Beginning Reading: Beginning

Kevin

Writing : Beginning Speaking: Beginning Reading: Beginning

Emmanuel:

Writing : Beginning Speaking: Beginning Reading: Beginning

Alexia:

Writing : Beginning Speaking: Beginning Reading: Beginning

Students with Special Needs NA

Subject(s) ELD

Topic or Unit of Study In this ELD unit, students will be working with nouns and verbs to create sentences.

Grade/Level Grade 1

Comments

KEYCONCEPTS&STANDARDS
Big Idea & Essential For this lesson, students will be engaging in partner talks, writing, and in identifying nouns and verbs. Although students have
Questions had exposure to nouns an verbs in one lesson prior, the teacher will use this lesson as review to reinforce concepts.

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Learning Outcome(s) Students will engage in partner talks to create sentences.

Students will use verbs and nouns to write sentences.

Students will identify verbs and nouns.

Summary Students will first identify a small list of nouns and verbs. Using the list in both categories, students will come up with
sentences with partners and share them with the class. Students will then write four sentences from the board and will write
the four sentences that the teacher created. To conclude, the teacher will call students to circle the verbs or nouns.

Standards CA- California English Language Development Standards (2013)

Grade: Grade 1
Part: Part I: Interacting in Meaningful Ways
Area: B. Interpretive
Standard: 5. Listening actively to spoken English in a range of social and academic contexts SL.1.1-3

Part: Part II: Learning About How English Works

Area: B. Expanding and Enriching Ideas
Standard: 3. Using verbs and verb phrases W.1.5; SL.1.6; L.1.1,

Standard: 4. Using nouns and noun phrases W.1.5; SL.1.6; L.1.1,

Development Level: Emerging

Indicator: 3. Using verbs and verb phrases
Descriptor: a) Use frequently used verbs (e.g., go, eat, run) and verb types (e.g., doing, saying, being/having, thinking/feeling) in shared
language activities guided by the teacher and sometimes independently.

Comments

ASSESSMENTS
Assessment/Rubrics Observational Assessment : Teacher will circle around to ensure students are using the key nouns and verbs to compose
sentences. Teacher will also take anecdotal notes of students who are confusing nouns with verbs as they share their words
for each category.

Exit Ticket: Students will come up to the class and circle either the noun or the verb in a sentence.

Student Work: The teacher will collect student work which will be used to analyze whether or not students understand the
difference between verbs and nouns.

Comments

MATERIALSANDRESOURCES
Instructional Materials Poster with objectives
(Handouts, etc.)

Line paper for each student

Song-Verbs

Colors to underline verbs/nouns

Poster paper with four sentences (created by teacher)

Comments

IMPLEMENTATION
Sequence of Activities Introduction: Read the objectives of the day in English. Pick a student who could help read the objectives with the teacher.

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Transition: Beginning of lesson.

Tell students that we have been working on verbs and nouns these past few days and now we are going to make a list
together.

Ask students:

What is a noun?

Have a student give you a response.

What is a verb?

Have students provide you with a response.

After students have given you their responses, tell them you are going to give them one minute to think about two
nouns.

Write five or six of their words on the board.

Give them another minute to think about two verbs and write down their words on the wall. (Assessment- Informal
observation)

Once you have written down all their words, call a student to help you model how to use these words in a sentence.

Transition:Partner discussions

Tell your partner that you will be partner A and that they will be partner B

Partner A will say: can you give me a sentence with the word "box". (**one of the words that the students came
up with)

Partner B will say a sentence with the word "box"--> I have a box with marbles.

Partner A will repeat the sentence that partner B created. Partner B will then ask Partner A to make a sentence
with a word from the wall.

Students will repeat this same cycle until all the words have been completed. ( Assessment--> informal observation)

Transition: Whole class discussion.

Ask students to give you full sentences that they came up with.

Write their sentences on the board.

Emphasize capital letter, spacing between words, and puntucation at the end.

Transition: Brain Break and Independent work.

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 After you have written their sentences, tell students that you are going to take a quick brain break by going over a
quick song that you learned to remember verbs.

Go over the song with the students 2 or 3 times.

Once you have gone over the song with the students, tell students that they will now do work by themselves quietly.

Tell students that they will need to write 4 sentences from the sentence wall we created and will need to write the four
sentences that the teacher created.

For the 4 sentences the teacher created, the students will need to underline the verbs.

Give students 10 minutes to write the sentences.

Closing:

Using equity sticks, call students up to help you identify the verbs.

The teacher will read the sentence and the student called up will circle the verb. (Assessment--Exit ticket)

Collect their work. (Assessment)

Grouping Strategies Whole class: the class will brainstorm a list of nouns and verbs together as a class.

Partner: Students will come up with sentences together using the words the class brainstormed.

Indepedent: After whole class instruction, students will write a total of 8 sentences where they will need to circle the noun or
verb.

Differentiated Instruction Langauge: Instruction will be given in Spanish if further clarification is needed.

Partner disucssions: students will engage in partner talks to help build their langauge confidence in English and to help
struggling students formulate sentences before they go and write them on their own.

Glad Strategy (Song): Students will sing a song together to reinfroce the term "verbs"

Modeling/Examples: The teacher will use a student to model proper partner discussions. The teacher will also get several
example nouns and verbs to use to compose sentences.

Comments

REFLECTIONS
Prior to Lesson
Post-Lesson
Comments

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