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For this lesson plan, I am starting to do a verb unit with the students after just completing

possessive nouns. Students will use the information that they have gathered about nouns and
sentences thus far to learn the new material about nouns. I was looking at the state standards as
well on what students should know for this area. With this lesson I will introduce the lesson, but
also have a poster made up for visual aid in the classroom. This way, students can reference it if
need be and answer their own questions or ask me further questions about the subject.
From domain 1b, I have already gathered information about the students from being in
the classroom for an extended amount of time. I have records to show growth as well as records
that show improvements are needed from grades. I also will use students’ names personally in
examples to show that I know them as well as their interests. For examples, one student likes to
read, so using their name in a sentence that they like to read will show the students’ interests as
well as get the point across of understanding verbs. Students will also get a chance to use this
knowledge to write verbs in their creative story that they are working in language arts to describe
themselves and their creativity more.
In domain 1c, I have listed the Common Core standards for the lesson that I could
associate for verbs. Students will be assessed on their information periodically throughout the
lesson by seeing how well they are grasping the material, as well as answering questions.
Students will learn, apply the knowledge and think critically to the answer the example
questions. Students that need extra help will be given easier questions to answer for examples as
well as have words crossed off from the sentences in the worksheet so finding the verb will be
easier for them.
Domain 1d focuses on the materials that will be used. Students will have many different
materials available to them such as the white boards, promethean board, and the poster that I

have created from materials from the school itself. The worksheet that they will be completing is
from a website called Students will complete the worksheet and
also be able to reference the board, poster and their notes if need be.
For Domain 1e, the learning activity that engages the students would be using the white
boards to write their answers. Students will be challenged to think critically to write down the
verb from the example sentences on the board. For this activity I want to see students
independently show me that they know the answers, the same with the worksheet. This way I can
see where they are in stance of the lesson of verbs and where to take the next lesson to make it
harder or not for them. For the higher level of thinking, students will have to think of verbs that
start with each letter of the alphabet for a poster to use for reference for the rest of their verb unit.
Students will also have to write their own sentences on a worksheet using verbs.
The last domain, 1f, I will be assessing them from their participation and understanding
from going over verbs. I also will be assessing and evaluating their knowledge of verbs from a
worksheet to see if they understand the concept already and we can move forward with helping,
the different tenses, etc., or we need to stay on reviewing what a verb is. From the differentiation,
I have a worksheet modified for students if need be if it seems to be too difficult by crossing out
extra words so it will be easier to find the verb in the sentence. From the objective, students
know what is expected of them.
From all of these domains, the planning and preparation for this lesson ensures that
students will be able to take away what a verb is, even though they may already know what a
verb is. Students will be assessed through a worksheet to show their knowledge to me as well as
show their success in retaining the information given. From the examples I will give, the

participation in coming up with verbs and the worksheet, students should successfully then
understand and feel confident in moving on to the next day and lesson.

Lesson Plan Format:
Teacher: Andrea Youngfleish

Grade Level: Fourth

Content and Standards: CC.1.4.4.B Identify and introduce the topic clearly.
CC.1.4.4.I Provide reasons that are supported by facts and details. CC.1.4.4.E Use

precise language and domain-specific vocabulary to inform about or explain the topic.
CC.1.4.4.Q Choose words and phrases to convey ideas precisely. E04.D.1.1
Demonstrate command of the conventions of Standard English grammar and usage.
E04.D.2.1 Use knowledge of language and its conventions. CC.1.3.4.F Determine the
meaning of words and phrases as they are used in grade level text, including
figurative language.

Prerequisites: Students will call on previous knowledge of what they know about
sentences, nouns, plural nouns, possessive nouns. Students will participate by writing
notes and answering questions.


Essential Questions (provide a framework)
What is a verb?
What are some different examples of verbs?
What is the verb in these sentences? (read examples)
Can we think of a verb for each letter of the alphabet?
How do you know what the verb is?
Are there any questions?


Instructional Objective: SWBAT apply knowledge of sentence structure to learn and
retain new information about verbs. SWBAT complete notes on verbs. SWBAT
determine verbs and nouns in sentences from examples on the promethean board.
SWBAT distinguish between nouns and verbs on their worksheet and complete both
pages front and back. SWBAT write complete sentences using verbs and referencing
from pictures given on their worksheet.


Instructional Procedures: Before: students will review different types of speech
they have gone over thus far, nouns, possessive nouns, plural nouns. During:
Students will be introduced what a verb is. Students will provide examples of a
different types of verbs. We will discuss action verbs as well as verbs that describe
someone or something is like. I will then show students a poster about verbs that will
be kept up during our verb unit so students can reference during lessons, and take
down during quizzes/tests. Students will be challenged to think of a verb that starts

with each letter of the alphabet that will be put on the poster. We will continue
conversations of what a verb is that lead into students working on a worksheet where
they need to circle the verb in the sentence, and on the back write whether the word is
a noun or a verb, and write three sentences with verbs using the pictures as reference
that are on the paper. After: Students will trade papers with one another if time to go
over the answers of the worksheet. They will then hand the papers back to their
owners so they can see what they had missed or not and then hand in to me. If not
enough time, students will just hand their papers into me. We will also discuss any
questions that any student may have.

Materials and Equipment: Promethean board for writing down notes and examples
of verbs. Worksheet to test their knowledge to see where they are with verbs. Pencil


Assessment/Evaluation: Students will be assessed on how well they answer and
participate in the classroom lesson. They will also be assessed on the worksheet that
they complete in class. Based on that information, I will see how well students
already know verbs and we can move on, or that we need to review more.

VIII. VII. Differentiation: Individualized Activities: Students that need extra help will
have a sheet that already has notes about verbs that they can reference and be at the
same level as the rest of the students. When it comes to participating in class, I will
lead them into an answer with giving him a sentence and picking out the verb or they
think of it on their own. For the worksheet, I will cross out extra words in the
sentence so it will be easier for them to find the verb.

Technology: Promethean Board for interactive learning.


Self-Assessment: Based on how students are able to give many examples of verbs
and complete the worksheet, I will then go forward with the verb lesson instead of
review what a verb is and how to find it in a sentence. If students all or almost all get
the worksheet all or almost all right, it will show that they know what a verb is and
we can move on to more difficult lessons.