Nouns, Verbs, Adjectives, Adverbs, Oh my!

Number Of Students: 30

Time Frame: One-day lesson

Tools:
One Computer
One Projector
PowerPoint Microsoft
Paper and pencil
One children story book that is short (picture books with
few sentences on each page works great and its a fun
read!)
4 colors of chalk/ or 4 colors of dry erase markers

The Main Objectives:

Goals:
For students to learn about nouns, verbs, adjectives, and
adverbs
Students will be able to identify nouns, verbs, adjectives
and adverbs in a sentence
Students will be assigned a sentence in a book to
correctly identify the noun, verb, adjective and adverb
within the sentence.

What The Teacher Needs To Know:
The basic fundamentals of nouns, verb, adjectives, and
adverbs
How to use PowerPoint Microsoft and how to make slides
for a Power Point

Why Is This Important? (ISTE Standards):
1. Facilitate and inspire student learning and creativity:
Promote student reflection using collaborative tools to
reveal and clarify students conceptual understanding
and thinking, planning, and creative processes: This lesson
is meant to create a lesson that collaborates technology
integration with hands on learning. Students will be able to
reflect their learning in multiple ways to show their
understanding of the lesson. They will be able to work
individually and in groups to help teach each other and
teach themselves. They will then present to the class to
show an even better understanding of the lesson.


Lesson Plan:

Before You Start The Lesson:

The teacher must prepare a power point using PowerPoint
Microsoft. Each slide should contain definitions and information
about nouns, verbs, adjectives and adverbs. The slides should
also include examples and pictures that accompany the
examples to help illustrate the lesson and help students
understand the definitions (Example: For a noun you can
include with the definition A person, place or thing with
pictures of a person, place and thing). Have a short practice
quiz at the end of the power point to see if students understand
the concepts/terms and how they work in sentences. The
practice quiz should include words that are incorrectly labeled
in the sentence to see if students can identify the mistakes (For
example: label a word in a sentence that is supposed to be a
noun as a verb to see if they identify that word as being
labeled incorrect). The teacher must also prepare a book that
they will read to the class out loud. Use the book to pick out 10
sentences in the book that students will be able to identify the
four parts of speech (noun, verb, adjective, adverb). Write the
sentences on the board big enough for students to read and
underline clearly.

Lesson:

Start with going through the power point to teach the
students about the basics of these elements of speech. When
you have the students take the practice quiz at the end have
students come up to the computer to help point and highlight
the elements in the sentence.

After the power point is finished have the students gather
around on the floor to read them the storybook. Have the
students keep in mind the parts of speech they just learned
about.

After reading the book break the students up into groups
of 3 (10 groups total). Assign one sentence on the board to
each group and have them write it down on a piece of paper.
Give them 5 minutes to work with their group to identify the four
parts of speech in the sentence.

Then have the students come up to the front of the class
one group at a time to underline the four elements in the
sentence using the 4 different colors of chalk/marker. Then
have the group read the sentence and explain why they
underlined each word as the identified part of speech. Have
the group sit down and go over the sentence with the class.
Use the power point slides to go back to each definition and
compare the underlined word to the definition to check if the
group correctly identified each part of speech in their
sentence. Have the whole class say yes or no when asked if
the underlined word is a noun, verb, adjective, or adverb. If the
group got a word wrong, go back to the beginning power
point slides to see if they can understand why they identified
the word incorrectly and see if they can correctly change their
mistake

Repeat this with all the groups to make sure all the
students are involved and participating. Once all the groups
have gone have a class discussion about what they learned.
Have the students raise their hand and say what they learned
from the lesson. Ask the students again what the definitions of
the parts of speech mean to see if they can remember what
they learned.

*This is optional if you feel that the students didnt fully
comprehend the lesson. Teachers can make a small take
home worksheet for the students to take home and practice
what they learned from the lesson. The teacher can create 5
sentences and have the students identify the four parts of
speech in each sentence. They can underline, draw a line
above the word, circle, or square the word that accompanies
the part of speech in that sentence.