Lesson: Using the Parts of Speech Paper Squares Subject Area: Language Arts

Tricia Horak February 23, 2012

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Standard: L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of nouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Form and use prepositional phrases

L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. II. Vary sentence patterns for meaning, reader/listener interest, and style.

Objective/Benchmark: The student will identify the following parts of speech: nouns, verbs, adjectives, adverbs, determiners, and prepositional phrases. The student will create numerous sentences using the same seven words. The student will understand how to incorporate interesting sentences in their writing.

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Anticipatory Set: The students will become interested in the lesson by picking out two different colors of paper from the front of the room. The students will need to be familiar with nouns, verbs, adverbs, adjectives, determiners, and prepositional phrases. The students will also need to have prior knowledge on what makes a complete sentence.

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Input: Task Analysis:

The students will need to know what makes a sentence complete. They will also need to know examples of a noun, adjective, adverb, verb, prepositional phrase, and determiner. Thinking Levels: Knowledge- What is an example of a noun/adverb/verb//prepositional phrase adjective/determiner? Comprehension- Demonstrate how to rearrange the sentence to create a new opener. Application- Construct multiple sentences using the same six words. Synthesis- Discussion on how changing around a sentence can be beneficial. Learning Styles and Accommodations: Students can use their writing packets if they need help thinking of a strong word for their sheet of paper. Examples will also be given for each part of speech to remind students of each. Differentiated instruction strategies: When students are asked to write down a part of speech, examples will be given so students who have a difficult time with the parts of speech will be reminded of what each is. Students who have a good understanding of the different parts of speech will be able to create the part of speech before the examples are given. Methods and Materials: Materials Red squares of paper Pink squares of paper Dark green squares of paper Light green squares of paper Orange squares of paper Purple squares of paper Pencils Methods 1. Have students pick out two different colored sheets(Each color corresponds to a different part of speech). 2. Have the students fill out their sheets of paper in the following order:

a. The students with the red square will write a noun on it. The students will be reminded that a noun is a person, place or thing. Students will also need to be reminded that they should choose a singular noun and should avoid names of people. b. The students with the pink sheet will be asked to write down a good adjective. Students will be reminded that an adjective is a describing word. The students can be reminded that smelly, tall, fat, and slippery are all types of adjectives. c. Next, the students with the dark green sheet will write down a strong verb. Students will need to be reminded that action verbs work the best and the to be verbs (am, is, are, was, were, be, being, been, have, has, had) should be avoided. Examples of appropriate verbs can be given to the students. d. Continue with the light green sheet where students will be asked to write down an adverb. Remind the students that adverbs are typically ly words. Examples of adverbs include: slowly, happily, and loudly. e. Next students will be asked to write down a prepositional phrase if they have an orange sheet of paper. Remind students that prepositional phrases are direction phrases, for example, over the table, through the woods, in the mud, and around the house. f. Finally the students with a purple sheet of paper will be asked to write down a determiner/article. Examples of determiners to give the students are the, a, an, this, and that. V. Modeling: One student for each color of paper will be called up to the front of the room. The teacher will arrange the students in the following order: (purple, pink, red, dark green, light green, orange). The students will then each read their word to the class. Checking for Understanding: The students will be asked if the arrangement of words at the front of the classroom makes a complete sentence. They may need to be reminded that although the sentence might be silly, it still is an actual sentence. The students will be asked every time the words are rearranged if they still form a complete sentence. Guided Practice: The guided practice will continue off of the modeling section. One student with every color will still be at the front of the classroom. The student holding the adverb will be physically moved to the beginning of the sentence. The students will then be asked if the sentence still makes sense and is a complete sentence. Inform the students that this type of sentence is an adverb opener.

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Next, the teacher will move the prepositional phrase to the front of the sentence. The students will read the sentence aloud again and will be asked if this sentence makes sense. The teacher can then mention that this type of sentence is a prepositional opener. Another arrangement of words that creates a prepositional phrase opener is putting the prepositional phrase first, but the adverb is in its original location. This variation can also be modeled with students in the front of the room. After demonstrating a couple variations of the sentence the students can sit down and a new group of students can be called up to the front. The students can be moved around to create variations of the same sentence. After the first couple groups, the teacher can ask if the students at the front can change their order to create new sentences. VIII. Independent Practice: Students will be asked to write a sentence using all six parts of speech. They will need to come up with four different ways to write that sentence, using only the six words from their original sentence. Closure To wrap up the lesson there will be a classroom discussion on what changing your sentences around accomplishes. The students or teacher should mention that changing around sentences keeps the same meaning, but adds character to your writing. Students should also be reminded that they should not start every sentence with an adverb opener, or every one with a prepositional opener, but that they should mix up their sentences throughout their writing. X. Assessment The teacher will know the objectives are accomplished by evaluating the individual practice that was completed by each student. Based on these assessments the teacher will be able to see if a particular type of sentence seemed to be more difficult for students. If students struggled with a particular type of sentence variation, the teacher will know to focus more on that sentence variation next time. Reflection

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