Nouns, Adjectives, and Verbs

Date: 6/23/2016

Teacher: Miss Hansen

School: Milne Grove Elementary School

Class: KIN 355 2nd Grade

Time: 11:10 a.m.
Term: Summer 2016

Equipment: 4 basketballs, 2 baseballs/softballs,

stopwatch, answer sheets, laptop to project PowerPoint
(optional), identifiers for each station (14), one piece
of paper at each station with a typed sentence (or
handwritten legibly) on it.
Targeted NASPE Standard(s): NASPE Standards 1, 2, 4, 5, 6
Specific Objective: By the end of this lesson, the students will be able to demonstrate
the ability to correctly identify verbs, nouns, and adjectives in a sentence.
Concomitant Objective: The students will stay physically active.
Time
N/A
Minutes
0
Seconds

30
Seconds

2
Minutes

Procedures Followed
Warm Up: NONE NEEDED

Materials

Transition:
- Students sitting at their seats to begin.
Set Induction:
- Can anyone share with me their favorite thing
to do at recess?
- Great! Running, climbing, swingingthey all
have something in common: they are an action,
or something that you do. These words are
called verbs, and we will be learning about
them today!
Learnable Piece:
- Today you are going to be identifying verbs,
nouns, and adjectives in the sentences that are
posted around the room.
- Before we begin, lets review what verbs,
nouns, and adjectives are.
o Noun: a person, place, or thing
o Verb: an action word or something you
can do
o Adjective: a word that describes a noun
- There are stations around the room, and at
each station there is a piece of paper on the
wall that has a sentence on it. You and your
partner will work together to identify at least
one noun, verb, and adjective in the sentence,
and write your findings on your answer sheet.
After identifying the parts of speech, you and
your partner will then act out the verb. (Model
example) Thumbs up if you understand!

PowerPoint
presentation
on Parts of
Speech
Answer sheets

1
Minutes

Transition:
- When I say go, I need you to stand up and find
a partner. Once you find your partner, put your
hand on your head. I will now assign each pair
to a station. (___ and ____, go to station 1,
etc.) Now that we are at our respective
stations, I need one person from each pair to
come up and get an answer sheet for
themselves and their partner.
-

3
Minutes

0
Minutes

You will be spending 45 seconds at each

station and I will keep track of the time. When I
say switch, pairs will move to the next station in
a clockwise motion. You and your partner will
be going to 4 stations in total. After you are
finished, return to your seats and try to think of
some verbs you enjoy partaking in.

CHECKING FOR UNDERSTANDING:

What is a noun?
What is a verb?
What is an adjective?
What do you do after youve identified the
different parts of speech in the sentence?
Guided Activity Time with Corrective Feedback:
- Task Sheet:
o Station 1 Sara bounced the orange
basketball thirty times.
o Station 2 Matt and his best friend
Mike are outside throwing the ball to one
another.
o Station 3 - Eve told me that she loves
jumping on her new trampoline.
o Station 4 Kiersten is marching in
place in the backyard.
Diagram:

Station 1

Station 2

= basketball

= Station

= baseball
Station 3

Station 4

N/A

1
Minute

Possible Modifications:
- Add more stations
- Introduce other parts of speech to the lesson
(adverbs, pronouns, conjunctions, etc.)
- Add more time at each station
Lesson Review/Checking for Understanding:
- Questions:
o Were you able to act out the verb at
each station?
o Who can remind me what an adjective
is? Name one adjective you identified.
o Who can remind what a noun is? Name
one noun you identified.
o Who can remind me what a verb is?
Name one verb you identified.
Awesome job!

Notes: