Design for Learning

Instructor: Annie Walker

Grade Level: 1st
Lesson Title: Hooked on Phonics
Date: April 12, 2016
Curriculum Area: English Language Arts Estimated Time: 45 minutes
Standards Connection:
37.) Demonstrate command of the conventions of Standard English grammar and usage
when writing or speaking. [L.1.1]
b. Use common, proper, and possessive nouns. [L.1.1b]
c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops;
We hop). [L.1.1c]
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). [L.1.1g]
Learning Objective(s):
The students will correctly connect 5 sentences using the proper conjunctions and,
but, and or with 100% accuracy. The students will also correctly choose the proper
verb to agree with the subject with 75% accuracy.
Learning Objective(s) stated in kid-friendly language:
Today, you will learn how to use the words and, but, and or to connect sentences and you
will also learn how to make the subject of a sentence agree with the verb of a sentence!
Evaluation of Learning Objective(s):
The students must write 5 sentences. Each sentence must have a conjunction that is used
correctly. Students who do not use the correct conjunction will re-write their sentence
with the correct conjunction. The students must also use the correct subject/verb
agreement. Students who use correct grammar on 4 or 5 of the sentences will be then
begin to write a story using what we have learned today. Students who use correct
grammar in 2 or 3 of the sentences will write 2 new sentences. Students who use correct
grammar in either 1 or no sentence will spend one on one time with the teacher reviewing
conjunctions and noun/verb agreement.
Engagement:
The students will review nouns and verbs. There will be two bags, the noun bag and the
verb bag. The students will begin with nouns. They will draw a noun from the bag, and
then they will say whether it is a person, place, or thing. Then, they will say whether it is
a common noun or proper noun, and why. Then, we will move on to verbs. We will
review what verbs are, and then the students will draw a slip of the paper from the verb
bag, and act out what it is saying. After that, the students will review plural nouns, and
what happens when you put an s on a word. There will be three different categories on
the board, for the three sounds that an s makes when you place it on the end of a word.

The students will have to read the word, and then place it in the correct category. After
that, we will move to teaching. I want everyone to stop what they are doing, clean up
your area, and then move to the back carpet, facing the board. Ill begin when all eyes
are on me. Thank you. Today, we are going to review nouns and verbs. Lets talk about
nouns first. Who can tell me what a noun is? Thats right, a person, place, or thing. What
is a proper noun? You are right; it is a noun that names someone or something specific.
So, today, I have a very fun bag for us, and I am really excited about this bag! Inside our
bag, we have lots of different nouns! When I call your name, I want you to come up to the
bag, draw a noun, and show the class. Then, I want you to tell the class whether it is a
person, place, or thing, and also if it is a proper noun. Does everyone understand? Lets
begin. Let each student come up, draw a noun, and tell the class about it. Good work with
the nouns. Now its time to review verbs. What does a verb do? Thats right, it tells
action! It tells us what to do! Lets practice with some verbs. Im going to draw an action
out of the verb bag, and I want you all to read the action to me, and then perform the
action. So, if the action said Stand up, what would you do? Thats right! Draw the
words from the bag, and have the students read and do the action, telling what the verb is
every time. Once that is complete, we will move on to plural nouns. Now, we are going to
talk about another kind of noun: plural nouns. What does the word plural mean? It
means more than one! So what does a plural noun look like? Right, it ends with an s or
and es. When we put an s on the end of the words, it can make three different sounds.
Who can tell me what those sounds are? As the students tell you the sound, make sure
they have the s, the z, and the xes sound. So, now we have our three sounds. I have some
words here, and Im kind of confused about where they should go. Maybe my friends can
help me! Where does the word laps go? Continue to ask the students where the words
(laps, clocks, ants, planes, waves, patches, boxes, and rashes) go until every word is in a
spot. Good job boys and girls! Now, its time for our lesson.
Learning Design:
I.
Teaching:
Today, we are going to talk about a new word called a conjunction. Has anyone ever
heard of the word conjunction before? Well the word conjunction is a part of speech that
we use when we are writing. We use it to connect sentences together. A conjunction is
kind of like a chain that links two things together. They also make our sentences and
writing more interesting. So lets see what a conjunction does. Im going to write the
sentence The class went on a trip on the board. Is that sentence a complete sentence?
Yes, it sure is. Does that sentence tell us very much information? No it does not! How
could we extend the sentence to make it tell us more? Listen to the students ideas, and
maybe write some down. Another way we could extend this sentence is by using
DRUM ROLL PLEASE CONJUNCTIONS. The three conjunctions we will focus on
today are AND, BUT, and OR. They are the most common conjunctions. Look at how
small those words are! However, these tiny words are very important, because they join
two sentences or ideas together. Lets look at our sentence again, and try to make it
longer using the word and. And usually joins sentences together that are alike. For
instance, we could expand this sentence by saying, My class went on a trip, and it was
fun. Who can think of another way to expand this sentence? Great! Now lets move on to
but. But usually changes the direction of the sentence. So for example, The class
went on a trip, but I got sick and had to stay home. Give me another example with but.
Awesome! Finally, we have or. Or usually offers a choice. With our example
sentence, we could say The class could go on a trip or they could have field day. Lets
hear an example using the word or to connect two sentences. Awesome job, you guys
are doing great! I think you really understand conjunctions! Kiss your brains. Now, we
are going to talk about noun-verb agreement. What is a singular noun? Good, it means

that there is only one of the noun. Earlier we talked about plural nouns, but remember
that plural means more than one, and usually has an s on the end. What we are going to
do today is talk about how nouns and verbs work together in sentence. I will write the
name Kay on the board. What type of word is this? It is a noun! And is this word singular
or plural? It is singular. Then, I will write the words jump and jumps on the board. And
what type of word is this? A verb! So would we say Kay jump, or Kay jumps? If we
were making sentence? We would say Kay jumps! Because Kay is a SINGULAR noun,
we use the words jumps. Now, I am going to say two other sentences. Students eat
sandwiches, or Students eats sandwiches. Raise your hand if you think the first one
was right. Raise your hand if you think the second one was right. The first one is right
because since students is plural, we have to use eat. I will then ask a student for a
plural noun, and I will ask another student for a verb. I will create a sentence with the
words and the students must decide between the two options. Then, we will do one more
plural example. After that, we will have 2 singular examples in the same manner. Are
there any questions? Then you may begin reading Dinner with Kay.
II.

Opportunity for Practice:

After reading Dinner with Kay and completing the worksheet that
accompanies it, the students will complete the subject/verb agreement
worksheet. They have 8 problems to answer, and I will grade them as they
finish. All eyes on me. Once you have finished reading Dinner with Kay,
with a partner and have done worksheet 4.1, you will complete this
subject/verb agreement worksheet. There are 8 problems. You are to read the
sentence, and then choose which verb correctly agrees with the noun. Once
you have finished that, raise your hand and I will check it.

III.

Assessment
The students will write 5 sentences of their own that have correct subject/verb
agreement and one conjunction. They must include a conjunction in every
sentence. Once I have checked your practice worksheet, then you should
begin writing 5 sentences for me. Each sentence should have a noun and a
verb that agrees, and should also include a conjunction. It can be any of the
conjunctions, but I want each sentence to have one! Remember that and
joins sentences that are alike, but changes the direction of the sentence,
and or offers a choice. Are there any questions? If I have checked your
practice worksheet, then you may begin.

IV. Closure:
Materials and Resources:
1. Noun bags
2. Verb bags
3. Pictures of people, places, and things
4. Verb sentences
5. White board and markers
6. Cut out words for plural nouns
7. Subject/verb agreement worksheet
8. Readers
9. 3.1 and 4.1 worksheets
10. Paper

Differentiation Strategies (including plans for individual learners):

Extension: Students may begin to write a story using what they have learned today, or
they can write sentences using different conjunctions, such as then, because, or so.
Re-teaching: Students who need extra help can work with the teacher at the back table,
and can complete a conjunctions worksheet. They can also work with agreement
flashcards to help them visualize the words that go together.
Data Analysis:
The students understood the topic very well. They did great with the worksheet! Most
students got the answers correct the first time, and most students only missed 1 or 2 on
their assessment. However, when given the chance to correct their mistakes, the majority
of the students got the correct answer on the second try. When the students did their
practice, they completed the answers correctly, and then demonstrated a mastering of this
topic with the worksheet. We reviewed this topic the next day, and they did well again.

Reflection:
This lesson went very well! This is probably one of my favorite lessons that I have
taught. The students LOVED the noun and verb bags. They each got to pull out a noun
and talk about it, and they loved being involved and getting to talk. I could have involved
each student with the verb bag, as well, but I was concerned with time and interest level.
It would have been fine to do that though. As for the conjunctions, I needed more
examples and practice for the students to do. We only went over that for a short time, and
it would have been better to spend more time with them on that. Ms. Gilchrist told me the
more examples the better. At the end of the lesson, I should have reviewed with the
students what we learned, because we went over a lot of material. This would also ensure
that learning had taken place, and it would have been a great way to clear up any
misconceptions. I did a great job of involving the students and keeping them active,
however. I do need to improve on calling on students. I tend to call on the students who
have their hands raised and are eager to answer. I need to include the other students, as
well. This also ensures that learning has occurred for those students, and is a great way to
formatively assess students.

Samford University
Design for Learning