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Immersion I Lesson Plan Format

Name: Kaitlyn Bending


School: Animas Valley Elementary
Grade Level: 1st Grade
Number of Students in Class: 5 (small group)
Unit: Writing
Lesson Duration: 45 minutes
Day, Date, and Time of Lesson: October 10th
1. Objective(s):
At the end of the lesson, students will accurately write at least one complete sentence using a verb in a
basic sentence.

2. Colorado Academic Standards:


Content Area: Reading, Writing, and Communicating
Standard: 3. Writing and Composition
Concepts and skills students master:
2. appropriate spelling, conventions, and grammar are applied when writing
Evidence Outcomes
Students can:
a. Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking
iii. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). (CCSS:
L.1.1c)
3. Learning Target(s):
I can write a complete sentence using a lively verb.
4. Assessment: Formative
I will assess students with a worksheet template provided by my field study placement teacher.
This worksheet includes three categories; noun, verb and details. They have to write in each of
these categories. Underneath these three boxes are two lines, asking the students to rewrite their
sentences. I will check this template to see if students completed the task and wrote out a
complete sentence.
I will also do a formative assessment with the students, asking students to name different verbs
they learned today
Another formative assessment I will do before they begin the worksheet given is to give me a
thumbs up if they feel ready to write a sentence using a verb.
At the end of the lesson I will have students as they are exiting the room tell me a verb as they
walk by to go back to their classroom.

5. Materials:
Worksheet
Pencils
Flashcards
Whiteboard
6. Essential Questions or Big Picture Statement:
How do verbs change writing from boring to lively? We are going to discover how to make great
sentences which in turn helps you become a great writer.

7. Introduction/Anticipatory Set: (5 minutes)


I will start off by asking students, Does anyone know what a verb is? I will explain A verb is an action
word. It is something that you can do. We are going to play a short game to learn more about verbs. My
anticipatory set will be playing a short game of Verb Show Action with the students. I will invite a
student to the front, and they will draw an action from a bucket. They then have to act out this action, and
other students have to guess the verb. The winner gets to go next. I will play this game for two minutes.
Verbs that will be in the bucket:
Jump
Twist
Run
Skip
Sing
Hug
Crawl
Fly
Talk
Read
I will ask the students Verbs are words like jump, twist, run, skip, sing. Most verbs are words that we
can perform with our bodies. Verbs answer questions; like what did the dog do? What did the cat do?
They both ran. From playing this game, do you understand better what a verb is, give me thumbs up if
you do and thumbs down if you do not.
8. ****Step-by-Step Lesson Process:****

Direct Instruction/Instruction of the Content: (7 minutes)


After the students have completed their game, I will gather the students on the carpet to sit pretzel
style in front of the whiteboard. I will have the learning target written on the board. I will read to
the students the learning target for the day stating I can write a complete sentence using a lively
verb. I will have students repeat and read this learning target with me.
I will state Students today we are going to write a complete sentence using a noun and a verb,
but we are going to focus on verbs. Verbs are important in our writing to add detail to our
sentences and make our sentences alive so they are not so boring. This is what makes us great
writers.
I will show the students two sentences, The boy walks up the stairs. And The boy stomps up
the stairs. I will ask the students Which sentence do you like better? (it doesnt matter which
sentence the student picks but the verb makes the sentence clear) For example if the student picks
this sentence: The boy stomps up the stairs, then I will tell them this sentence has a verb that
shows actions and makes the sentence clear so you know exactly what the boy did, he stomps
up the stairs. I will ask the students what are other verbs that we can use here? I will generate
other ideas from the student. The boy ____ up the stairs? Together the students and I will
generate a list of verbs that we can use in this sentence. For example (crawls, runs, jumps, hops)
are all verbs that can be used in this sentence.
Checking for understanding of the content: I will say Dont do this until I ask you but I am
going to see if you can turn to your partner and whisper a verb to them and then turn back really
quickly with your hands in your lap, just like this (I will model this by turning to a partner and
whispering a verb and putting my hands in my lap) Then I will tell students turn to a partner.
Modeling: (10 minutes)
I will state to the students Now that you understand the importance of learning about verbs,
today we are going to be writing a sentence that includes a verb. I am going to show you the
activity we will be doing and we are going to create a sentence together.

Remember the sentence I showed you The boy stomps up the stairs? we are going to

create a sentence like this, using a different noun The Dinosaur. We will create a
sentence together, and I will generate ideas from the class, asking what is a verb that we
can use in this sentence? What are other verbs that we could use? What is a detail that we
can use? I will have students raise their hands to give ideas.

(This is an example of how this will look, when we are generating a sentence together as a class.
The dinosaur drinks his milk at the kitchen table. I will reference the worksheet that I will be
providing to the students. I will put The Dinosaur in the noun section. As I am putting drink in
the verb section I will ask what are other words I could put here. I will see if the students have
ideas of other verbs like slurp, sip, and gulp. Then I will add at the kitchen table in the detailed
section. I will explain why I put each word in these sections. Saying Sarah is a noun, drink is the
verb because it is the action, and at the kitchen table is the detail of the sentence.)
I will say now that we have created a sentence together I want you guys to create your own
sentence.
Checking for understanding of the process: (2 minutes) I will call on one student to restate the
directions of the activity. I will ask this student, What are you going to be writing on the paper I
give to you? once the student answers the question I will restate what the student says,
(Checking for understanding of the process) I will say put your hands on your head if you can
name a verb that you might want to use in your sentence. Now turn to a partner and using your
whisper voices tell them that verb.
I will have the sentence I created written on the board for reference for the students, and I will
also put on the board, When I am done: I will create another sentence so the students know that
if they finish early they are going to write a new sentence. If the students are done I will ask them
how many sentences do you think you can make? to challenge the student to write more.
Differentiation: I will also have a reference sheet readily available to students that includes
examples of nouns, examples of verbs, and examples of details if the students are having a hard
time creating a sentence.
Independent Practice (10 minutes): I will send each student to their tables once I am sure that
they have a verb in mind to create their sentence. If a student does not have a verb in mind then I
will have them stay on the rug, and help them think of a verb. (This will help me differentiate
which students are getting the content and which students are not). Each student will work
individually during this task.
Independent Practice: During this part of the lesson students will be working individually to
create their sentences. I will walk around the room to check for understanding.
I will also ask students questions as to why they created their sentence in this way.
If a student has finished early they will be able to create another sentence, using another piece of
paper.
Closure: (5 minutes) After I have seen that the students have finished at least one sentence I will
gather students back together in front of the whiteboard and conclude the lesson. I will say
Students I see that you have all worked very hard to make a complete sentence using a verb. The
reason why we learned about the importance of verbs is because verbs make a sentence
interesting. They help you create a good complete sentence. If we have time I will have one or
more of the students share their sentence/sentences with the class.
Formative Assessment: (2 minutes) For assessment at the end of the lesson I will have the
students line up at the door. As they are exiting the room I will have each individual student tell
me a verb as they walk by and go back to their classroom.

Examples of Nouns: A noun is a person place or thing.

The Space Astronaut

The

Examples of Verbs: A verb is an action word.

Jump

Twist

Run

Skip

Sing

Hug

Crawl

Fly

Talk

Read

Examples of Details:

in the house

by the store

at the school

Name: __________________________

Noun

Verb

Detail

Rewrite sentence:
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________