Taleshas Lesson Plan

Subject: English Language Arts and Reading

Age/Grade of Children: Kindergarten
Topic: Learning Vocabulary with Verbs
Length of Lesson: 45 Minutes
Goal/Objective

This lesson is designed to help students better use their vocabulary by

teaching (or reviewing) what verbs are and to then help them access verbs they
already know and use them in sentences. Students work together to brainstorm
and create lists of verbs for each of the letters of the alphabet ("Action Abc'S:
Learning Vocabulary With Verbs", 2015). The students will gain or review
knowledge of parts of speech by defining what verbs are and apply their
vocabulary and knowledge of parts of speech by using verbs in sentences that

Standards Included

they can illustrate ("Action Abc'S: Learning Vocabulary With Verbs", 2015).
The children will create a book that is call the Action Alphabet book.
Throughout the book, each page will include an illustration and a sentence
using the verb in context. For Kindergarten students they will be working
together on a class book, which will give each child the option to create a page

Materials

itself.
The materials need for this lesson is computers with internet access,

Introduction

bookmaking materials, dictionaries and thesauri, pencils, makers, and crayons.

Students, today we are going to play a game where you will act out words you
say. Let me give you some examples, you might say the word jump, if you use
jump that means you will have to jump. If you say the word sit then you must
sit. These are just a few words to give you a feel of what the game is. I want
you students to know that the words that you are acting out are verbs. Do any
of you know what a verb is? A verb is a part of speech that usually describes
an action ("Action Abc'S: Learning Vocabulary With Verbs", 2015). After
everyone has a chance of acting out several words, we will then start creating
an Action Alphabet Book. You will also learn the important of working as a

Lesson Development:

team.
Depending on the number of students in the class, I am going to divided them

into groups of 5. I have 20 students, so I will have four groups of five. Once
they are in their groups each child will get an alphabet organizer, this is a tool
that allows students to create an alphabet chart or letter pages with words that
start with each letter in the alphabet ("Action Abc's: Learning Vocabulary
With Verbs", 2015). The students will then decide what letter of the alphabet
they want to create an illusion for with pictures and words. We know that they
are 26 letters in the alphabet, and I have 20 students in my class, therefore one
student from each group will pick two letters to work with. As the students
locate the letter/s they want to work with they will then decide what word goes
with the letter they chose and then look up the definition of the word in the
dictionary. After everyone has the letter and word they will be working with,
they will start creating the book. Each page of the book will contain a letter of
the alphabet, a verb that starts with that letter and a sentence using the verb
("Action Abc'S: Learning Vocabulary With Verbs", 2015). After each student
from their group has completed their page for the book, they will them get up
in front of the class and explain what they have created. In helping children
develop strong preliteracy skills, we help guide them toward the ultimate goal
of reading comprehension and the ability to convey their thoughts in writing
Modifications for this

(Piper, 2012).
Even children with significant impairments are able to learn to communicate

lesson

with language under the right circumstances (Piper, 2012). For Students that
may have a hearing impairment allow the students to use their pictures they
drew a visual/hearing when speaking about it in front of the class. For the
students that having a visual impairment, have the students speak slower and
clear, and allow them enough time to talk about the project at hand.
Acceptance and support of the student is important to facilitate
communication and manage the speech disorder (Vogel & Sligar, 2004).
Strategies to support children learning a second language
As a teacher provide English/Spanish dictionaries to look up the new
vocabulary and offer any assistance the child/children may need. Another
great way to help support children learning a second language would be to

allow them to read the following book called The Lion and the Mouse in
Spanish using the following link: http//YouTube/pmSYhwb8Bvk. The
following story is a great one and I have shared it with my girls. The story does
not have closed caption but I think hearing it in Spanish may make it easier to
Practice/ Checking for

understand. It is call Barney- The Lion and the Mouse (Spanish).

Each student should have a clear understanding of verbs and their abilities to

Understanding

come up with verbs beginning with the letters of the alphabet during both

(Assessment)

whole class ("Action Abc'S: Learning Vocabulary With Verbs", 2015). and/or
individually. If a child is having a difficult time with verbs and verbs
sentences, they may be assigned to a new letter with word, as long as they can
pronounce that word correctly. Work more with the child individually and once

Closing

the child had mastered the given task they can move on to more learning.
Praise each child for working hard on learning verbs. Take time to emphasize
to the children that they have learned some great verbs just using the letters of
the alphabet. Have the students share the books with each classmate and/or at
home with their parents. Encourage the students to use the book as reference
tools when writing in a classroom.

References
Action ABC's: Learning Vocabulary With Verbs. (2015). Retrieved from
http://www.readwritethink.org/
Piper, T. (2012). Making meaning, making sense: Childrens early language learning. San Diego,
CA: Bridgepoint Education
Vogel, S. & Sligar, S. (2004). Accommodations. Retrieved from
http://www.niu.edu/success.accomodations.shtml#top