Behavioral Objectives: At the end of this lesson, the students will be able to write sentences hi-lighting different parts of speech. Students will to be able to:
• Apply knowledge of language structure and language conventions (i.e. spelling and punctuation) to discuss and write sentences using different parts of speech.
• Listen, read, and write for information and understanding (N.Y.S. English Language Arts Standard #1)
• Listen, speak and write for social interaction (N.Y.S. English Language Arts Standard #4)
• Be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles (N.Y.S. Arts Standard #2)
• Dictionary for each table group
• Thesaurus for each table group
• Movie-“School House Rock: Grammar Rock”
• Film Strip packet- one for each student
• Scissors- one pair for each student
• Crayons, markers, or colored pencils- one box for each student
• Stapler- one for each table group
• Chart Paper
• Teacher markers
• Movie sheet
• The class will sit on the rug and watch “School House Rock- Grammar Rock”. The students will be told that they should take notes on the different parts of speech for an activity they will be doing later on that day (see attached).
• The teacher will hang chart paper in different parts of the room. The teacher will ask the students to recall (raise their hand and wait to be called on) the definitions of the following words: noun, adjective, adverb, verb, preposition, conjunction, article, and an interjection. On each piece of chart paper the teacher will list the word and its definition (the one the student gave).
• Next the teacher will divide the class into 8 equal groups. The teacher will model how to go to the station their group number represents. (Each piece of chart paper with a definition and part of speech is a station) Once your group is at your station you will have 2 minutes to write down, with a marker, as many words as you can that should be included in that category (part of speech).
• After the two minutes are up each group will go back to their desks for a class discussion. They will discuss each sheet and which words fit into that category and which words do not. The teacher will also ask for more examples if needed.
• The teacher will explain they are going to make a paper film strip (to review the parts of speech).
• The teacher will model how to put the film strip together (stapling it, cutting it, etc). She/he will explain if they do not follow the direction, their filmstrip will not look the same as the model.
• Each student will be asked to label the front page (8 individual boxes) with the parts of speech (noun, adjective, adverb, verb, preposition, conjunction, article, and an interjection).
• Along with the title (the parts of speech) they will also have to draw a picture. The picture should represent the sentence they will be writing on the second page (under the flap). Each sentence, under the first flap, should have an underlined word that represents that part of speech that is labeled on the front page of the flap.
• On the front flap they should also list a brief definition of the part of speech and an example. The example should be the word that you will be using on the next page in your sentences (i.e. “tall” for an adjective).
• The teacher will show a model of a completed filmstrip that they can look at if they are not sure what is expected of them.
• The teacher will explain that the students will be graded on their spelling, punctuation, correct use of the underlined word, neatness, and effort.
• The teacher will circulate and provide assistance as the students put together their film strips and start to write their sentences.
• The class will have 20 minutes to work on their film strip. At the end of the allotted time, the teacher will ask for volunteers to show and explain one of their boxes of their film strip. The teacher will write the answer on the board.
• The teacher will close the lesson by reviewing the parts of speech (vocabulary) they had learned that day and answer any questions they may still have about the film strip.
• Students should complete their film strip and hand-it in the next morning to be graded.
Students will be assessed on their ability to:
• Demonstrate their understanding of parts of speech taught by active participation in their group activity.
• Complete the class/homework activity correctly.
• Corrections will be made as needed (on the filmstrips), in order to hang them on the bulletin board outside the classroom.
“School House Rock- Grammar Rock”
Write a definition for each word.