Residency Lesson Plan Guide

Grade and Topic: Kindergarten-Language Arts Lesson Date:

Co-Teaching Strategy: One Teach, One Assist Length of Lesson: 40 minutes

CENTRAL FOCUS:
The central focus of this lesson is to identify nouns and verbs to show increase understanding of
standard English grammar and usage when writing or speaking.

STANDARDS ADDRESSED:
CCSS.ELA-LITERACY.L.K.1
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
CCSS.ELA-LITERACY.L.K.1.B
Use frequently occurring nouns and verbs.

LESSON OBJECTIVE(S):
I can identify nouns and verbs and sort nouns and verbs into categories.

MONITORING STUDENT LEARNING - FORMATIVE AND SUMMATIVE ASSESSMENTS:

Formative Assessment: Discussion, Anchor Chart Activity
Summative Assessment: The students will cut, sort, and paste the pictures cards in the correct
category on a sorting sheet.
The assessment will link to the objectives by having the students identify nouns and verbs and
sort them in to the correct categories.
There will be assessment accommodations for students who have IEPs, students who needs
additional time to finish the assignment and for those who are ready for enrichment activities.

MATERIALS:
Promethean board
Anchor Chart
Sorting Pictures
Sorting Worksheet
Scissors
Glue stick
Pencil

BACKGROUND and RATIONALE:

The key concepts of this lesson are nouns are people, places or thigs and verbs are actions words
or things that you can do.
The academic language of this lesson is: noun, verbs, identify.
This lesson connects n previous lessons of nouns.
I expect to build on this lesson by having additional lessons in which students will think of nouns
and verbs to use in a sentence.
 I will need to plan differentiated activities for students who may need additional practice ad for
students who are ready for enrichment activities.
Connections I will make to the students culture, personal, and community by discussion different
nouns around them and in their daily life. For example, the term boy and girl are nouns. I will
identify places like school as a place, and crayons or pencils as things which are nouns as well.

PROCEDURES AND TIMELINE:

Introduction: 7-10 minutes
o To get the students motivated and engaged in the lesson TTW play an educational
youtube video which describes what a noun is.
o TTW say
Has anyone heard of a noun before?
What is a noun?
A noun is a person place or thing
A noun can be a boy, or a girl, it can be a pencil.
What is a verb?
A verb is an action word. A verb is something you can do like run, eat, walk.
Procedures: 25 minutes
o TTW tell the students what the objective for the lesson is and what they will do for the
lesson to set an expectation.
o TTW introduce the anchor chart that is divided two categories, nouns and verbs and give
students directions on this activity.
Boys and girls now we are going to sort between nouns and verbs. The nouns
will go on one side while the verbs will go on another.
o I will model the first example by picking the picture up, reading the word on the card and
looking at the picture and placing it in a category.
o TSW will give a thumbs up, or a thumbs down if they agree with my decision on where I
placed the picture. I will ask the students why they agree or disagree. If they disagree I
will ask them where the correct place is and why they chose that.
o I will call about five more students (using the mystery monkeys) up to sort the remainder
of the pictures. We will discuss the pictures and the correct categories in which they need
to go in and why.
Why did you put that picture there?
How do you know that is a noun?
How do you know that is a verb?
o TTW introduce the next activity/assessment to the students.
Boys and girls now you are going to sort on your own. You are going to use your
scissors to cite the words out and then use your glue to paste them in the correct
category.

o Students that may need additional help can call on a friend to help them come up and
decide where the picture should go.
o TSW collect their sorting worksheets from me and go back to their seat.
o I will model how to complete the worksheet.
o TSW cut out the words and sort them into the group they belong in.
o TTW walk around the classroom to monitor and provide assistance to students who are in
need.
 Closure: To have students summarize what they have learned TTW ask follow up questions to
the lesson.
o Can anyone tell me one thing you learned?
o What is a noun?
o What is a verb?
The students will place their completed work in the middle of the table to be evaluated by the
teacher.

ASSESSMENT EVIDENCE:
Formative Assessment: Teacher Observation and anecdotal notes
Summative Assessment: Sorting Worksheet. Student will need to have 80% or 6 of the pictures
placed in the correct category to be considered mastery.

MODIFICATIONS:
For students that may need additional practice will receive extra one on one help from the teacher
to ensure that they are able to complete the assignment. One students with an IEP will only need
to place 4 of the 8 pictures in the correct category on the sorting sheet.
Students who are ready for enrichment will be prompted come up with nouns and verbs that are
not on the list and identify which category they would go in.