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Name Grace Mrgich and Meghann Metcalf

Grade Level 1st Grade


Date March 8th, 2017
Title Parts of Speech Through Song
Materials Worksheets:
● https://www.theclassroomkey.com/2015/01/confessions-of-a-teacher-i-
sing-cheesy-songs-part-1.html
● http://www.classroomfreebiestoo.com/2014/01/the-sing-long-adjective-
song.html
Other materials:
● Interactive whiteboard, markers, pencils, poster board, paper, rice,
beads, jingle bells, popsicle sticks, hot glue gun, small easter eggs, large
easter eggs, tape
Concept ● How are parts of speech apart of our daily lives?
● How can music impact our learning?
● What are examples of nouns, verbs, and adjectives?
Standards ● CCSS.ELA-LITERACY.L.1.1
Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
● CCSS.ELA-LITERACY.L.1.1.B
Use common, proper, and possessive nouns.
● CCSS.ELA-LITERACY.L.1.1.E
Use verbs to convey a sense of past, present, and future (e.g., Yesterday
I walked home; Today I walk home; Tomorrow I will walk home).
● CCSS.ELA-LITERACY.L.1.1.F
Use frequently occurring adjectives.
General Goals ● The student will listen to the song, In Summer, and identify different
(Performance parts of speech.
Objectives) ● Given the lyrics from the song, In Summer, the student will identify the
difference between nouns, verbs, and adjectives, using three different
colored markers, a different color representing a different part of
speech.
● Provided three different instruments, a different sound representing a
noun, verb, and adjectives, the student will differentiate between nouns,
verbs, and adjectives with these sounds.
Anticipatory The students will complete a, fill in the blank worksheet, with a word bank
Set provided at the top of the worksheet, where students identify and differentiate
between what a noun, verb, and adjective is.
Input and 1.) Using the Anchor Chart as a reference, we will identify and provide
Modeling examples of nouns, verbs, and adjectives for the students.
(Teaching 2.) As a whole group, we will model the noun song for the students.
Procedures) Following the noun song, we will split in half, into two groups, to learn
the verb and adjective song.
3.) Students will listen to the song, In Summer, and independently identify
nouns, verbs, and adjectives using a different colored marker for a
noun, verb, and adjective (Ex. Purple - Noun, Red - Verb & Green -
Adjective) on a lyric worksheet.
4.) We will then display the lyrics for the students, having a student-led
identification of the different parts of speech that are seen throughout
the song.
5.) In Summer, will be played once the students identify the nouns, verbs
and adjectives, and they will follow along with their finger to
differentiate between the parts of speech.
6.) In groups of three, each group will be given a different instrument. The
three different instruments will represent the three different parts of
speech (nouns, verbs, and adjectives). The students will connect the
sound of the assigned instrument to the assigned part of speech.
7.) When listening to the song, In Summer, when the assigned part of
speech is heard in the song, the student will shake their instrument to
distinguish that sound with their assigned part of speech, helping them
correctly identify either a noun, verb or adjective.
Assessment 1. Following the instrument activity, the student will independently
Task complete another lyric worksheet.
2. Completion of this worksheet will determine if the student has reached
mastery level or not with learning parts of speech.