Sophie Bowie

Lesson Plan Information

Subject/Course: English Language Arts

Grade Level: Cycle 2, Grade 3

Date: March 16th, 2017

Topic: Adjectives, verbs, and adverbs

Length of Period: 45 minutes

Expectation(s)

Students will participate in the class discussion.

Students will raise their hands if they have questions.

Students will complete the worksheets individually.

Students will respect their peers.

Objectives

Today learners will:

Be able to identify the definitions of both adjectives and verbs.

Be able to identify adjectives and verbs in a sentence and/or paragraph.

Be able to think of adjectives and verbs, and then correctly place them in a sentence.

Be able to create sentences whilst actively thinking of the specific adjectives and verbs that

they want to use.

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QEP Competencies

Subject-Specific Competencies:

English Language Arts:

Competency 1: To read and listen to literary, popular and information-based texts. Students

will demonstrate this competency by reading the excerpt from Harry Potter and picking apart

the grammar within it.

Competency 4: To use language to communicate and learn. Students will demonstrate this

competency as they participate in class discussions, analyze the Harry Potter excerpt, and

complete their worksheets.

Cross-Curricular Competencies:

Competency 1: Exercises critical judgement. Students will demonstrate this competency as

they analyze the Harry Potter excerpt and complete their worksheets, seeing as they will

have to put theory into practice in terms of the grammatical skills they have learned over the

course of the lesson.

Competency 2: Organized his/her work. Students will demonstrate this competency by

helping to organize the PDF presentation on the Smartboard as we work as a class to analyze

the Harry Potter excerpt, as well as when they complete their worksheets.

Competency 3: Communicates effectively. Students will demonstrate this competency by

always speaking respectfully to everyone around them. Students will also be required to

communicate effectively during class discussions, in addition to when they complete their

worksheets.

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Professional Competencies:

Competency 1: To act as a professional who is inheritor, critic and interpreter of knowledge

or culture when teaching students. Interpreting knowledge is important, especially when it

comes to something as obscure as English grammar rules. Thus in this lesson, it is my job to

help determine if a word is actually an adjective, verb, or adverb or even if it is something

else entirely.

Competency 2: To communicate clearly in the language of instruction, both orally and in

writing, using correct grammar, in various contexts related to teaching. Communicating

clearly in the language of instruction is key when teaching a class, and must be present at all

times.

Competency 3: To develop teaching/learning situations that are appropriate to the students

concerned and the subject content with a view to developing the competencies targeted in the

programs of study. The English Language Arts competencies were kept clearly in mind when

I was planning this lesson, and I know that my students are in need of knowing the

differences between the plethora of words in a sentence.

Competency 4: To pilot teaching/learning situations that are appropriate to the students

concerned and to the subject content with a view to developing the competencies targeted in

the programs of study. Once again, the English Language Arts competencies come into play

during the execution of this lesson.

Competency 5: To evaluate student progress in learning the subject content and mastering the

related competencies. Evaluation for this lesson, although formative, is nevertheless

important to help me gain an understanding of where my students are when it comes to this

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concept. By seeing who participates in class and who properly completes their worksheets, I

am able to better navigate the classroom in terms of who is understanding the concept and

who is not.

Competency 6: To plan, organize and supervise a class in such a way as to promote students

learning and social development. The execution of this lesson is, as all lessons should be, to

promote students learning and social development. This will be done throughout the entirety

of the lesson, as the students learn about grammar.

Competency 7: To adapt his or her teaching to the needs and characteristics of students with

learning disabilities, social maladjustments or handicaps. Knowing your students is key, and

for this lesson I am making sure to keep in mind that some students are not very verbal, some

will need more help, and some are on completely different programs as stated by their IEPs

and I thus don't have the same expectations for them.

Competency 8: To integrate information and communications technologies (ICT) in the

preparation and delivery of teaching/learning activities and for instructional management and

professional development purposes. The use of ICT is evident in this lesson, primarily

through the use of the Smartboard. The Smartboard will be used for an interactive game at

the beginning of the lesson, in addition to being used to display the PDF presentation - the

main part of the lesson. Is is essential for students to interact with the Smartboard themselves

during this lesson, which is why I specify that they should be coming up to the board to write

stuff down.

Competency 10: To cooperate with members of the teaching team in carrying out tasks

involving the development and evaluation of the competencies targeted in the programs of

study, taking into account the students concerned. Cooperating with the aids is something

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that is done in the class on a daily basis, and this lesson is no different. I will communicate

with the aids for students who are following a different program to see what they are able to

do when it comes to the worksheet.

Competency 11: To engage in professional development individually and with others. In

order to make sure I was prepared for this lesson, I had to review grammatical rules to make

sure that I would be able to properly explain them to the students, and to rule out as many

ambiguities as I could.

Competency 12: To demonstrate ethical and responsible professional behaviour in the

performance of his or her duties. Ethical and responsible behaviour is required at all times

and for all lessons, including this one.

Teaching Skills:

Transitions: occur multiple times throughout the lesson.

Time management: essential for this lesson.

Positive feedback: positive feedback will be given during the class discussion, as well as on

students worksheets, considering the fact that they are only being formatively evaluated on

them.

Modeling: examples of each of the adjective, verbs, and adverbs will be shown, and I will

show students how to pick them out in a sentence.

Creativity: the PDF, use of the Harry Potter excerpt, and the adjectives game all show

creativity.

Clear instructions: clear instructions are always important, and are present in this lesson.

Encouragement: encouragement will be given to students at all times.

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Voice projection: voice projection is key for teachers, and will be used consistently.

Materials

Smartboard

Adjectives game website: https://www.education.com/game/animal-adjectives/

PDF presentation on adjectives, verbs, and adverbs.

Adjectives, verbs, and adverbs worksheet booklets (one per student)

Pencils and erasers (one per student)

Lesson

Introduction:

1. Ask the students if they know what adjectives are. After getting a few responses, reveal the

definition to them and explain that we are going to be starting off with a game.

2. Open up the adjective game website, and explain the rules of the game to the students: they

will be called on one by one to come to the board and drag adjectives that correspond to

different animal species onto them. Make sure to first ask the student where they plan on

placing the adjective, just in case they are incorrect. If this happens, ask the rest of the class if

they think that is the right answer, and to explain why or why not.

Middle:

3. Once the game is over, open up the PDF and reveal the definition of adjectives and ask

students if they can think of any. Have students come up to the board to write them down.

4. Before moving on to the next step, ask the students if they have any questions.

5. Repeat steps 3-4 for verbs and adverbs.

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6. Move on to the next slide and read the passage from Harry Potter to the students. Ask the

students to pick out the adjectives that they see within the passage. If the student is correct,

circle the adjective in red. If the student is incorrect, ask the rest of the class if they think

he/she is correct, and to explain why or why not. Go through the entire excerpt and circle all

of the adjectives.

7. Repeat step 6 for verbs (which should be circled in blue) and adverbs (which should be

circled in green).

Conclusion:

8. Pass out the worksheet booklets and go through them with the students. Ask them if they

have any questions, and then circulate around the room whilst they work to scaffold when

needed.

Assessment / Evaluation

Formative evaluation

Formative evaluation will be done by taking note of who was or was not paying attention

and/or participating during the lesson, as well as by looking at the completed worksheets and

seeing who got some of the answers wrong. Those who had mistakes will have a chance to

take their worksheets home to correct them for homework.

Differentiation and Inclusion

Students who end up finishing their worksheets early can finish any incomplete class work

that they have yet to finish.

Students whose IEPs call for more time shall receive it.

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Any and all other accommodations and/or modifications will be made according to students

IEPs.

Students who are really having trouble with the questions will be walked through them and

helped more closely.

My Reflections on the Lesson

Were students engaged and participating throughout the lesson?

Was the time frame sufficient?

Were the students able to correctly pick out the adjectives, verbs, and adverbs in the PDF

presentation?

Were the students able to complete the worksheets?

Did the students have any comments on how the lesson went?

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References

Quebec Education Program. (2001). Gouvernement du Qubec Ministre de lducation.