Verbs- knowing and understanding where the verb is in a

sentence
Kolby Brinker
2
nd
grade
Standards (Music and other Academic Area):Music and
language arts
Music- MU:Cr3.2.2a -Convey expressive intent for a specific purpose by presenting a
final version of personal musical ideas to peers or informal audience.
MU:Pr6.1.2a Perform music for a specific purpose with expression and technical
accuracy.
Language arts
RL.2.10 read and comprehend literature, including stories and poetry, in the
grades 2-3 text complexity band proficiently, with scaffolding as needed at the
high end of the range.
Objectives
1. Students will be placed in to groups, and will play their part of the song
fluently, with their instruments, while being cued by instructor while
listening to the story.
2. After successfully playing the parts in the story, student will work in their
groups to form two more verses and be able to identify the verb in the verse
by highlighting.
3. Students will have the capability to analyze and find the verb in the
sentences provided and be able to get a score of at least eight out of the ten
sentences.

Materials: blank sheet of paper for the students, the book
Locomotive. Musical instruments.

Steps in the lesson:
1. Discuss with the class about what we have learned about passive and a
active verbs while writing them up on the board.
2. After reviewing a little bit on what we should know, present the book
locomotive by Brian Floca with some background about the book.
3. While reading the book, stopping and asking the kids if they have heard any
verbs on the page that I just read.
4. Students during the story telling will be able to identify a verb on a given
page.
5. After completing the story once, and successfully finding the verbs in the
book, going to present the song that I created to the students.
6. Once presented, first we will identify the verbs in the verses.
7. Once the verbs are identified in the verses, we will add them in the story
line.
8. Once each part has been successfully played, divide the groups into 4 group,
each group having their own part to play
9. After each part is identified and played. We will read the story again, and
when the parts of the song are being shown in the book, they will play their
part.
10. After that, students in their groups will be asked to come up with their own
verses of the song, creating at least two. Each one having the verb identified
in the song.
11. Student will be given a list of 10 sentences on a sheet of paper, which they
are to find the verb in the sentience.

Assessment (linked directly to objectives):
1. Students will be able to play the verse with their instruments and be able to
play along with the students.
2. Students being able to listen for cues, and be able to play their verse when
instructed to.
3. Students in their groups will be able to at least create 2 more verses that go
along with the story.
4. Student will be able to successfully complete the assignment, getting at least
8 of the ten verb sentences.

Adaptations/Extensions (include at least one strategy for
differentiation): using movement in the story, creating a safe
environment with your students.

Rationale: Why is it important that students learn my lesson?
What will they gain from my content?
Understanding and creating verbs as well as verb tenses in the correct manner, can
be a very useful and affective tool for students in the long run.

Next Steps/ Connections to Other Subjects: What lesson will
come next? How will you build on this learning? You could spring
board this into a geography lesson, on where the continental railroad passes
through. Writing, you could possibly go more in depth to verb tenses, using the
book and lesson plan as a warm up to verb tenses. Science, with older students,
you could teach the students about how the engine of a train works.