Lauren Clark

Joanna Suppa
Theresa Walker
1

Parts of Speech Lesson Plan

Lesson Title: Under the Sea Parts of Speech

Grade: 3rd

Goals or Objectives: The students will be able to differentiate between nouns, pronouns, adjectives and
verbs. They will write examples of different parts of speech as well as create sentences to display what
they know. The students will be working in groups and each child will participate orally and in written
language.
Grade Level Guide: Content Standards
Content Curriculum Focal Points
(ie: NCTM, IRA,)
NCTE:
11. Students participate as
knowledgeable, reflective,
creative, and critical members of
a variety of literacy
communities.

Common Core State

Standards

Interdisciplinary Connections

CCSS.ELA-Literacy.L.3.1
Demonstrate command of the
conventions of standard
English grammar and usage
when writing or speaking.
a. Explain the
function of nouns,
pronouns, verbs,
adjectives, and
adverbs in general
and their functions in
particular sentences

Parts of speech correlates with

word problems in a math lesson.
Students need to be able to identify
what the question is asking them to
do. Our under the sea theme could
be in conjunction with a Science
lesson regarding sea life.

Academic Language: noun, pronoun, adjective, verb

Students Needs: Students will be expected to know how to formulate and write a sentence with proper
sentence structure.
English Language Learners

Special Needs (can be a group

such as struggling readers or
individuals)

For students who are learning

English as a second language we
would write the words noun,
pronoun, adjective and verb in
their own language on the cup
activity. This allows the student
to understand the type of words
we are looking for as make the

Sensory Processing Disorder Sensory processing (sometimes

called "sensory integration" or SI)
is a term that refers to the way the
nervous system receives messages
from the senses and turns them
into appropriate motor and
behavioral responses.

Lauren Clark
Joanna Suppa
Theresa Walker
2
connection between English
words and their native language
words.

UDL: gloves

Materials:
Technology (prezi)
Construction paper
Markers/ Pens
String
Dry erase board
Dry erase markers
Bowl
Sharpie
Ziplock Bags
Wrapping Paper
Foldables
Tape
Notecards
Goldfish crackers
Plastic baggies
Popsicle sticks
Cups
Language Function: The students will be analyzing sentences with in their books. Once this is done they
will explain the parts of speech on their foldables. The students will finish by interpreting what they have
learning by synthesizing their own sentences.
Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize
Lesson Plan
Before: Students will come into the classroom and receive a number from the fish bowl. This
number will represent their group later on in the lesson. At their desk they will find a foldable to
fill out. This foldable will act as a follow-along-activity for students so come up with examples as
the teacher goes over the powerpoint. The powerpoint will be the explanation component of the
concepts the educator hopes to instill.
During:
1. The teacher will go over the prezi on the parts of speech and as they cover a
specific part of speech, the students will turn to their foldable and come up with their own
noun, adjective, pronoun or verb.
2. After the prezi is finished, students will have the opportunity to get into their
groups.

Lauren Clark
Joanna Suppa
Theresa Walker
3
3. Their group will be formed by the number they received at the door.
4. Students will have to find the book labeled with the number of their group
somewhere in the classroom.
5. Students will unwrap their books and read to the group however they choose.
6. As they read their book, students will pick out parts of speech - specifically 3
nouns, 3 pronouns, 3 adjectives and 3 verbs - to write on popsicle sticks distributed to
each group.
7. Then each group will receive 4 cups titled noun, pronoun, adjective and verb.
8. Students will have to categorize the words they chose from their books by placing
them into the cups.
9. After each group finishes categorizing their popsicle sticks, they will rotate cups
between groups in order to mix up the words.
10. After receiving their cups, each group will have to come up with sentences using
all the words given to them; however many sentences it takes.
11. Students will have the opportunity to share these sentences on the board.
12. Then, as a challenge, each group must use all their words in one sentence.
13. Each group will present their very long sentence containing all their words.
14. Students will be dismissed with a treat (goldfish crackers)
After: Students will be presenting their sentences they create from the popsicle-stick-words they
found throughout their book. Through these sentences, the groups will be coming up with
examples to help reinforce the concepts they learned over the course of this lesson. In other
words, they are learning the terms and then applying them in a hands on group activity.
Assessment: We will be able to determine if our objectives are met by assessing if the students are able
to create sentences using the different parts of speech.
Type of assessment
(formal or
informal)

Informal

Description of
assessment

The students will

get together with
their groups and
create sentences
using the different
parts of speech on
their foldable.

Modifications to the
assessment so that all
students could
demonstrate learning

Evaluation Criteria- What

evidence of student learning
(related to the learning
objectives and central focus)
does the assessment provide?

This assessment
could be modified by
allowing some
students to write
their sentences, so
they do not have to
talk in front of
everyone, and some
students say their
sentences out loud.

The assessment will provide

the students with an
opportunity to show the
difference between nouns,
pronouns, adjectives and
verbs. Through preparing
examples of different parts of
speech as well as create
sentences the students will be
able to display what they

Lauren Clark
Joanna Suppa
Theresa Walker
4
We could also ask
students who are
more gifted in this
area to create a more
complex sentence.

know.

Resources:
www.pintrest.com
http://www.education.com/activity/article/play_word_bags_third/
Analyzing Teaching: To be completed after the lesson has been taught
What worked?
What didnt? For whom?
Adjustments
What instructional changes do you need to
make as you prepare for your next lesson?

Proposed Changes

Whole class:

If you could teach this lesson again to this

group of students what changes would you
make to your instruction?

Groups of students:
Individual students:

Justification
Why will these changes improve student
learning?
What research/theory supports these changes?