Literacy Unit Plans

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Various Verbs
08-27-10
c: Grade 6, Language Arts
!
"# none

$$ % & : 45-55 minutes

'
'
p? utudents will be able to use action verbs in sentence in order to create meaning
p? utudents will learn to develop sentences using a variety of verbs
p? utudents will learn to compose unique sentences on individual basis and with the help of a group
p? utudents will develop good listening and direction-following skills

? D

A. Use correct grammar, spelling, punctuation, capitalization and structure.
3.A.3 Write compositions that contain complete sentences and effective paragraphs using
English conventions.
3.A.3.b. Identify a concrete actions within a work and the logic of organization within for
specific action words.
( &

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p? vhesaurus/dictionary
p? veam list (composed by the teacher)
p? Arranged desks for the teams to sit at
p? þencil/þaper (one for each group)
p? àomputer
p? þrojector screen
p? Vnline quiz set up
p? àomputers (one for each student if the quiz is given in class)

Effective Lesson þlans 2

)$

15 minutes '$

# *

I am going to use self-instruction and group work exploration to help the students
learn the material in this lesson. vhe teacher will explain to the students the
importance of including a variety of verbs and nouns in a sentences as a way to
create variance and keep the composition interesting. uhe will tell the students that
they are going to play a game to practice improving writing by using various types
and synonyms of verbs.
20-25 minutes
vhe teacher will divide the students are divided into five groups. vhe groups will be
spread around the classroom and each given a dictionary/thesaurus and pencil and
paper. vhe teacher will tell the students that the goal of each game is to come up with
as many new and interesting verbs as they can. vhe teacher will tell they students
that they are allowed to discuss words and use the supplies they are given to make
the verb lists. Each of the groups will be assigned to one of the verb categories,
say/said/tell, like/love/want, movement verbs, feeling verbs (emotions) and eat/drink
verbs. vhe teacher will give the students 15 minutes to come up with as many verbs
as possible for their lists. After this is done, one team will start by going up to the
computer and typing a verb on their list. vhe other teams, then, have one minute to
read it off the projector screen and come up with a sentence using that verb. vhe
groups will go around and read their sentences aloud after a minute is up. vhe team
that has come up with the verb works with the teacher to judge which team has come
up with the best sentence. A point is then awarded to the team with the best sentence
by tallying it on the computer screen. vhe teacher can continue the rounds until each
verb on the each of the groups¶ lists is used.
**D

5 minutes
#
vhe teacher will announce the winning team. vhe teacher will also hold a discussion
talk to the students about using the verbs that they were just listing off in their
writing. vhe teacher will once again explain how using various verbs allows for
someone¶s writing to be more interesting and sounds more thorough and unique.

vhe students will be assigned a take home quiz in order to follow up this game. vhe
teacher will design a quiz online where students are given 5 verbs and must come
up with 5 alternatives to each verb. vhe teacher can either assign this quiz to be done
outside of class or given children the time/technology to complete it in class.
þost Lesson Reflection: (for the teacher to fill out from student assessment or complete based on own observation)

c+'c&'

What Do You uee?
08-28-2010
!
"#utudents must be able to read various works. utudents must be able to identify and define a
noun.

$$ % & 45-55 minutes

'
'

p? utudents will learn to think creatively and individually
p? utudents will develop cooperating skills by working in small groups
p? utudents will build on their knowledge of sentence properties by using descriptive words and creative writing
techniques.

D

? ? ? A. Use correct grammar, spelling, punctuation, capitalization and structure.
3.A.3.c. Write compositions including descriptive meanings and utilizations of adverbs,
adjectives and prepositions to display a complex writing style.

( &
#

p? large pieces of paper (one for each group)
p? tape
p? art supplies
p? magazine pictures or paintings of the same object, animal, etc. but in a different scenic area or picture quality
(black and white, different climate, different angle, size, etc.)
p? an online quiz prepared for the assessment at the end
p? computers (if the students are to complete the quiz in class)


)$

vime
15 minutes '$

# *

I am going to use a group work instructional teaching method throughout my lesson.
I will begin by holding an open discussion forum with the class. I will ask the student
to define what the word ³adjective´ means to them. utudents will take turns
answering the question when they are called on. During this discussion, the students
will be instructed to sit quietly in their desks (unless called on) and listen to the
opinions of the class. After I finish this open forum, I will go through the
explanations that were given by the class and explain a formal definition for the
word ³adjective´ Based on that definition, I will have the class write some examples
of an adjective on the board. After the class seems to have an idea of what a
descriptive word qualifies as, I will ask the students to get in their pre-made groups.
vhe groups will be staggered around the room in stations. vhe students will be
instructed to sit in there groups until I explain the activity for the day.

25-30 minutes
utudents will be instructed to make a list of words on the large piece of paper to
describe what they see in the picture hanging on the wall by their group station. vhe
teacher will tell the students that they are only to use single words not sentences and
that each descriptive word can only be used once. For example, blue can be used to
describe the sky, but the students should not write ³blue sky.´ After 5 minutes, the
teacher will tell the groups to rotate clockwise to the next picture station. At the next
station, the group must complete the same task, but cannot use any the words written
down by the previous group. vhis rotation continues until each group has visited
each picture. After the group has returned to their original station, they will identify
the 10 best descriptive words for the picture and put together a group news report for
the picture. vhe group will work together to put together the paragraph using as
many adjectives on the list, as they can. vhe groups will present their news reports
in front of the class, as a way to describe each of the pictures and adjectives used to
describe them.

5 minutes
#
After the conclusion of the lesson, the teacher will review the comments made on
the papers. vhe teacher will ask the class to describe in their own words what they
now feel the word ³adjective´ means. vhe teacher will ask the student why they think

adjectives are important to use in writing, reports, etc.

vhe students will be asked to take an online quiz following this lesson. vhe quiz will
be designed by the teacher. vhe quiz will consist of 3 pictures found online. For each
picture the student must come up with 10 adjectives to describe it. vhe teacher can
assign this quiz to be taken at home or provide the technology available for the
students to take the quiz in class.


c+'c&,(++

àorrect or Not?
08-29-2010
!
"#utudents must have experience in reading various works. utudents must also know how to
identify a noun and verb.

$$ % & 45-55 minutes

'
'

p? utudents will be able to sentence structure to advertisements found in every day life.
p? utudents will be able to understand the components of a complete sentence and fragment based on student
involvement, cooperation and discussion about the research material.
p? utudents will be able to take an explanation of a complete sentence and apply it to modern day works and media.
p? utudents will work well independently and in groups in order to gain complete understanding of sentence
structure.

D

3.A. Write to communicate for a variety of purposes.
3.A.3.d. Write sentences that include a variety of complete thoughts and ideas.
( &

#

p? Various Youvube product commercials (with representations of fragments and complete sentences)
p? þiece of paper (one for each student)
p? Voice recorder (one for each group)
p? White Board/àhalk Board
p? White Board Markers/àhalk
p? Writing Utensil (one for each student)


)$

15 minutes '$

# *

I am going to use an exploratory routine in my lesson. I will begin by holding an
open discussion forum with the class. I will ask the student to define the word
complete sentence. utudents will take turns writing their ideas on the white board
when called on. During this discussion, the students will be instructed to sit quietly
in their desks (unless called on) and listen to the opinions of the class. After I finish
this open forum, I will go through each thing written on the board and explain
why/why not that opinion characterizes a complete sentence. I will ask them to
connect complete sentences to something that is present in their every day life. vhe
students will be instructed that they are only to share their thoughts if they raise their
hand and are called on by the teacher.
20-25 minutes

vhe teacher will show the class video commercial clips from Youvube and
ask the class to help identify which ads are fragments and which are
complete sentences. vhe teacher will question the students as to why the
sentence is a fragment/complete sentence. vhe teacher will then instruct the
class that they are going to make commercials in their work groups. vhe
teacher will inform the class of their premade work groups and explain the
directions. vhe teacher will tell the class that they are to make a 2, 1 minute
commercials for a product of their group¶s choice. Vne commercial must be
perfect and the other must contain fragments. vhe students will be given time
to come up with a script as well as record the video on a voice recorder. After
the allotted time is up, the students will trade voice recorders with another
group in the room. vhe new group will then listen to the tape they have been
given and identify the complete sentences and fragments. vhey must correct
the fragments and give reason as to why they were characterized as fragments.
Finally, the students will record their changes on a piece of paper and hand it
in to the teacher. As a class, the teacher will lead a discussion through a
couple of the commercials and as they class whether or not they agree with
the changes made, etc. vhe teacher will collect the group work from the students.
5 minutes
#
I will review the content in the assignment by asking students to define a
complete sentence. vhis will be an oral discussion that involves the entire
class. I will also ask students to give me examples of both a fragment and
a complete sentence.

vhe students will be assessed based on their completion of the assignment, their
ability to work in a group and their completeness and correctness of the worksheet
that is turned into the teacher.


c+'c-'.(

uentence Linking Relays
08-30-10
!
"#vhe students should be familiar with the different ways to start/end sentences. vhe students
should also have an idea of how to use specific punctuation to combine two sentences.

$$ % & 45-55 minutes

'
'

p? utudents will be able to find sentences that could be combined in composition
p? utudents will be able to understand the components of a complete sentence and use them to correctly link two
sentences together.
utudents will work well independently and in groups in order to gain complete understanding of sentence
combining

D

A. Use correct grammar, spelling, punctuation, capitalization and structure.
3.A.3.c. àombine complete individual thoughts to form cohesive compositions.

( &
#

p? Whiteboard
p? Whiteboard markers
p? þremade group lists
p? Room arranged so that there is a large open space in the middle (good for relays)


)$

vime
15 minutes '$

# *

vhis lesson is focused on cooperative and group learning as well as learning by
modeling. vhe teacher will review with the students the components of a complete
sentence. vhe teacher will also review with the students the qualifications for
sentencing linking (same subject, choppy paragraphs, etc.) vhe teacher will tell the
students that they are going to practice their sentence linking skills in relay form for
this class period.
20-25 minutes
vhe teacher will read off the premade teams. vhe students will go to their said
section of the chalkboard, where they will write their sentences. (Depending on the
size of the class there could be 4-5 teams,) vhe teacher will tell the team that they are
to sit in a line directly behind their section on the chalkboard. vhe teacher will call
out two short, simple sentences and tell the students that they must find the best way
to combine them within two minutes. vhe first person in the row runs to the board
and tries to combine the two sentences that were just read in the time limit. If he/she
needs help, they can turn to their teammates to try and help them (though the
teammates must stay seated in the row.) vhe teacher will wait for the two minutes
and then tell the students to put their pens down. vhe teacher will award the team
with the best sentence one point and then ask the students to explain why that
sentence flowed and sounded the best. After the class has arrived a well thought out
answer, the teacher will continue reading two more short, simple sentences. vhe
second person in the line runs up to the board and does the same thing as the first
person had tried to do. vhis continues until each person has gone on the team or the
teacher runs out of simple sentences to combine. ?
10 minutes
#
After the relay is over, the teacher will have the students sit on the ground and discuss
the most important thing they learned about combining sentences, any techniques
they learned in the activity, etc. vhe teacher will get feedback from the students and
help them recognize that the techniques they used in this activity should be
used when they write for classes.

vhe students will be assessed based on their performance in class and cooperation in
their groups. vhe teacher will modify instruction based on the way that class was
able to work in class and come up with unique and well-written sentences.


c+'c-)/+

Name vhat àharacter
08-31-2010
!
"#utudents should have practice with writing complete sentences, sentence variation and use of
different types of verbs/adjectives.

$$ % & 45-55 minutes

'
'

p? utudents will develop a creative and imaginative mindset based on audio and visual descriptions of a character.
p? utudents will learn to write descriptive paragraphs with a large range of adjectives and complete, varied sentences.
p? utudents will decide on a character or scene that they have created and choose
their own technology or art project to tell the class about the character
p? utudents will work well independently and in groups in order to gain complete understanding of cohesive writing

D

? ? ? 1.B. Apply reading strategies to improve understanding and fluency.
1.B.3b Identify text structure and create a visual representation (e.g., graphic
organizer, outline, drawing) to use while reading.
3.B. àompose well-organized and coherent writing for specific purposes and audiences.
3.B.3a þroduce documents that convey a clear understanding and interpretation of ideas and
information and display focus, organization, elaboration and coherence

( &
#
p? long pieces of white/construction paper
p? markers, crayons, felt tip markers, colored pencils, paint and paint brushes, etc.
p? several video/audio clips, pictures, or short excerpts from books/magazines, etc. focusing on a single person or
character


)$

vime
15 minutes '$

# *

vhis activity will give a student a chance to use exploratory and independent
learning practices as a way to strengthen his/her writing capabilities.
vhe teacher talks to the class about good characters. Who are the students favorite
characters? Why are these people so great? What do we know about these people?
How does the author make us feel like we know them? vhe students will lead an
open forum discussion on the answers to these questions. vhe teacher will tell the
students that they are to listen attentively and contribute to the discussion. After the
class has explained what a good character entrails, the teacher will tell the students
that they are to make up their own character using the same skills that were just
discussed.
20-25 minutes

vhe students will be instructed to go to up the front of the room and pick one of the
pictures, recordings, videos etc. vhey are to go back to their seat and read/listen to the
recording. Based off of this medium the students are to develop a character. Vnce the
students have brainstormed a character they are to write a couple of paragraphs
telling an audience about this person. vhe students should be reminded to use many
adjective and to make sure that each sentence is complete sentence. Vnce their
character is drawn the students are to make a fold in the paper. vhe students will then
be asked to pass their paper up to the person sitting in front of them (the front person
brings the paper to the back.) From this description, the next person is to draw a
picture of the character being described. After that is completed the teacher will
instruct the students to pass the paper forward a person. From the picture the student
will write a descriptive paragraph about the character, just as the first person did.
vhis rotation continues until the original writer has his/her paper back. vhe original
writer can see how different variations of the same picture can be described in many
different ways. From this the student can see the same thing from multiple points of
view and learn variance in writing skills and description.
10 minutes
#
vhe students will be asked in a discussion to give examples of the different points
of view that they found in this activity and how that changed the description changed
the character. vhe teacher will ask the students if they were able to accomplish the
same techniques as their favorite characters. Finally, they will be asked to write a
conclusion paragraph about the changes and description that came with their
character production explaining what changed, which explanations were the best, etc.

vhe children will be assessed through their participation in this activity as well as the
paper they turn into the teacher. vhe students will be offered extra credit if they
choose to make a technology model (video, voice recording) of them acting out their
role as a the character they have created. vhe extra credit project must be told from
at least 2 points of view.

c+'c)0

What Happened At vhe Movies?
09-01-2010
!
"#utudents must have knowledge of complete sentences, parts of speech, story writing and
creative writing skills.

$$ % & 45-55 minutes

'
'

p? utudents will develop observation, role playing, writing and presentation skills in order to complete story line.
p? utudents will learn to visualize a scene or story from multiple points of view.
p? utudents will learn to interact with classmates as well as think about problems themselves in order to accomplish
designing a story line.
p? utudents will learn to appreciate other¶s point of views, as well as understand that their point of views are
personally biased.

D

? ? ? 3.à. àommunicate ideas in writing to accomplish a variety of purposes.
3.à.3a àompose narrative, informative, and persuasive writings (e.g.,

, literature reviews, instructions, news articles, correspondence) for a specified audience.
? ? ? 1.à. àomprehend a broad range of reading materials.
1.à.3b Interpret and analyze entire narrative text using story elements, point of view and themer

( &
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p? large book
p? paper and pencil (for each student)


)$

vime
15 minutes '$

# *

vhis lesson is an exploratory, self-learned and group learned way to implement languag
material into an authentic assessment. vhe teacher will review with
the students the components of a complete sentence and how these sentences can be
used to form a story. veacher will also remind students of the parts of speech that go
into making an interesting sentence and develop a specific character. vhe teacher
will then introduce students to a specific scene in order to use these language arts
ideas.
20-25 minutes
vhe teacher will ask the students to list off various people that could be seen in a
movie theatre on a uaturday night. (families, kids, security, ticket sellers, cleaning
staff, etc.) utudents will be called to the board to write down the various people that
they have come up with. vhe teacher will instruct the students to think about and
visualize a specific character that has been listed. vhe students will then be
encouraged to act as if they are that character for the time being. vhe class should get
up out of their seats and play the roles of those they selected. For example, if
someone chose to be the senior citizen, they may be hunched over and shuffling
around the room. After the each of the students has started to play his/her role, the
teacher will slam a large book on the floor. vhe teacher will tell the students that
there has been a reported bomb explosion in the movie theatre and no one know
where/when or how intense the explosion was. vhe teacher will then instruct the
students to return to their seats and write about the scene, thought process, feelings
of the character they have just role played. vhe student should explain the scene and
news from the characters point of view. After ten minutes of writing, as the students
to get in small groups and read their compositions to one another.
In each group, the students should choose a composition to be read aloud to the class.
vhis is a person that will be ³interviewed´ or who¶s composition will be read aloud
by the teacher.

10 minutes
#
vhe students will have a chance to discuss the components of the papers that were
read aloud. vhe class will discussion the sentence variance and how sentences can be
said in different ways in order to keep a paper lively and interesting. vhe teacher
will demonstrate how a sentence can be flipped around when told by someone else,
but still convey the same meaning. vhe students will also have a discussion on the
different points of view from the scene, though each character was in the same place
at the same time. vhe teacher will have the students discuss why they think point of
view is such an important element for different audiences, etc.

vhe students will be assessed based on their group work, their contribution to
Discussion and their ability to write creative and thorough descriptions of the scene.
vhe assessment will come through turning in the papers and teacher observation.
c+'c+/+

vell Me About Yourself
09-03-2010
!
"#utudents must have experience writing long paragraphs and using complete sentences. vhey
must also have experience in varying sentence type and putting together large compositions.

$$ % & 40-50 minutes

'
'

p? utudents will be able to find quality information that can be used when putting together a biography composition
p? utudents will learn the type of questions to ask in order to collect quality information for a composition
p? utudents will develop good conversational and cooperative skills by working with peers to find information.

D

3.à. àommunicate ideas in writing to accomplish a variety of purposes.

5.B. Analyze and evaluate information acquired from various sources.
5.B.3a àhoose and analyze information sources for individual, academic and functional
purposes.
5.à. Apply acquired information, concepts and ideas to communicate in a variety of formats.
5.à.3c vake notes, conduct interviews, organize and report information in oral, visual and
electronic formats.

( &
#

p? Voice recorder (one for each student)
p? þaper/pencil (one for each student)
p? List of student partners


)$

vime
15 minutes '$

# *

vhis lesson is a sort of authentic assessment as well as an exploratory and cooperative
Way for students to practice and develop good writing skills. vhe teacher will
tell the students that they are going to take on the role of a news reporter or magazine
specialist. vhe teacher is going to tell the students about the etiquette, writing skills,
etc. that come along with being a reporter or writing specialist. vhe teacher will
have a discussion with the students the kind of information that is needed to write an
interesting and informative biography. vhe teacher will then ask the students what
information they find necessary to include in a person¶s biography. vogether the
class will make a list on the board. For example, some things that should be
mentioned are: the name of the person, place and date of birth, any family or
personal history, living residence and town, hobbies, jobs, significant happenings in
the person¶s life, why he or she should be known, etc.

utuv20-25 minut
vhe teacher will announce the list of peer couples that are going to be the interview
àouple for this assignment. After the list is read, the teacher will pass out the voice
Recorders and ask the pairs of students to situate themselves around the room. vhe
þairs of students will then begin the interviewing process with one another, asking
All questions from the board and any other questions that he/she finds interesting.
vhe voice recorder should be used to record the entire interview. Each student must
Have the chance to be the interviewer and the interviewee. After this has been done,
vhe teacher will ask the students to return to his/her desk with the voice recorders.
10 minutes
#
vhe teacher will go through the interview process and ask the students for any other
questions they found to be significant during the process. vhe teacher will also
explain to the students that they are to prepare a written news interview for the
person they just interview. vhe written portion should be based off of the voice
recording and will be assigned as homework for the class. vhe students must also
prepare a visual aid (to be used on a computer) that compliments their report.

vhe teacher will assess the students based on their participation in class and the
written portions that are turned in the next day. vhe teacher will be able to tell the
student¶s ability to answer given questions in a complete manner, as well as see
the student¶s ability to write with variety and be informative. vhe teacher will also
assess the student based on the quality and link of their visual to the report.


c+'c+),&

vake A Walk In uomeone Else¶s uhoes
09-04-2010
!
"#utudents should have knowledge of writing compositions and using correct grammar, spelling,
sentence structure, etc. vhe students will have previously conducted interviews and told they must put together a new
report complete with some sort of visual for their partner.

$$ % & 40-50 minutes

'
'

p? utudents will be able to compose a composition based off of research.
p? utudents will learn to write a thorough, detailed and cohesive informative report
p? utudents will develop good speaking and presenting skills
p? utudents will learn to respect peer and be attentive listeners

D

à. àommunicate ideas in writing to accomplish a variety of purposes.??

? ? 3.à.3b Using available technology, produce compositions and multimedia works for specified
audiences.
4.A. Listen effectively in formal and informal situations.
4.A.3a Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker, summarize
and paraphrase complex spoken messages) that listening attentively can improve comprehension.
4.B. upeak effectively using language appropriate to the situation and audience.
4.B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the
purpose, message and audience; provide details and supporting information that clarify main
ideas; and use visual aids and contemporary technology as support.
? ? ? 5.à. Apply acquired information, concepts and ideas to communicate in a variety of formats.
5.à.3b þrepare and orally present original work (e.g., poems, monologues, reports, plays, stories)
supported by research.

( &
#

p? àomputer to play visuals
p? List of speakers
p? þaper/pencil


)$

vime
15 minutes '$

# *

vhis lesson will be self instructive and allow for the children to learn through
modeling and from developing good listening and comprehension skills. vhe teacher
will post the list of presenters on the board so that the students will know what order
they are presenting in. vhe teacher will collect the visual aids and line them up in
order so that the students¶ visuals will be played when they go to the front of the
room to give the report. vhe teacher will review with the students the importance of
speaking slowly and clearly. vhe teacher will also discuss with the students the
importance of voice variation and expression. vhe teacher will also tell the students
that they are to take short notes during the presentation as there will be a chance for
discussion after each speech. Finally, the teacher will remind the students of how to
be a good audience member.
20-25 minutes

vhe teacher will call up the first student and his/her partner to the front of the room
And that student will orally present the news interview or magazine article that they
Have prepared for his/her partner. vhe student can choose whether to have the partner
Vn the stage with them or have the partner sit in the front row the audience. After
vhe student presenter the teacher will ask the students to tell three things they thought
Were interesting about the presentation. After this discussion is complete the partner
Will present followed by the discussion. vhis order will continue until each person in
vhe class has had a chance to present.
10 minutes
#
vhe teacher will collect the student¶s notes and talk to them about their
presentations. vhe teacher will thank the students for their time and hard work and
ask the students for their feedback on their own presentations. vhe teacher will ask
the students to share how their writing skills affected their ability to present in an
interesting report.

vhe student will be assessed on his/her presentation, visual aid, participation in
discussion and ability to be a good audience member.


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c c

c: Grade 6, Language Arts

( &

c: Grade 6, Language Arts

c: Grade 6, Language Arts

( &

20-25 minutes

c: Grade 6, Language Arts

c: Grade 6, Language Arts

20-25 minutes

c: Grade 6, Language Arts

c: Grade 6, Language Arts

c: Grade 6, Language Arts

20-25 minutes

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c: Grade 6, Language Arts

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c: Grade 6, Language Arts

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Das könnte Ihnen auch gefallen

c c

c: Grade 6, Language Arts

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c: Grade 6, Language Arts

c: Grade 6, Language Arts

( &

20-25 minutes

c: Grade 6, Language Arts

c: Grade 6, Language Arts

20-25 minutes

c: Grade 6, Language Arts

c: Grade 6, Language Arts

c: Grade 6, Language Arts

20-25 minutes