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Standards-Aligned Lesson Plan Template

Subject(s): ___Language _________________ Grade: ____3___


Teacher(s): Carly Singer__________ School: Elementary Date:_9/20/16____
Part I GOALS AND STANDARDS
1. Common Core Learning Standard(s) Addressed: L.3.1ab a. Explain the function of nouns, pronouns, verbs, adjectives and
adverbs in general and their functions in particular sentences. b. Form and use regular and irregular plural nouns.

2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and Performing Arts):

3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C. Productive; and
Proficiency Level addressing Emerging, Expanding, Bridging): ELD.PII.3.4 Using noun and noun phrases
Emerging: Expanding noun phrases in simple ways (e.g. adding an adjective to a noun) in order to enrich the meaning of
sentences and add details about ideas, people,things and the like.

4. Learning Objective: (What will students know & be able to do as a result of this lesson?)
The students will be able to formulate nouns and adjectives in particular sentences.
(Blooms Taxonomy level:Creating)
5. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world?
Why are these outcomes essential for future learning?)

When learning different parts of speech in the classroom, the students will be able to use
descriptive language when they are speaking.

STUDENT-FRIENDLY TRANSLATION
I will be able to use a noun and
adjective in a sentence.
STUDENT-FRIENDLY TRANSLATION
I will be able to learn about
adjectives and nouns and use
language that describes those
adjectives and nouns.

6. Essential Questions: Why do I use adjectives?


Why do I use nouns?
What adjectives and nouns can make my language more descriptive?

Part II STUDENTS INFORMATION


7. Class Information:
a. Total number b. English Learners/Standard English Learners c. Students with Special Needs
d. Academic language abilities, content knowledge and skills in content area e. Linguistic background
f. Cultural background (home/family) g. Health considerations (if any)
h. Physical development factors that may influence instruction in this academic content area
i. Social development factors that may influence instruction in this academic content area
j. Emotional development factors that may influence instruction in this academic content area
k. Interests/Aspirations (relevant to this academic area) -

8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the content? Please
specify anticipated difficulties for English Learners, Standard English Learners, and/or students with special needs. )):

EL Students: I believe the students will have a hard time identifying the differences between nouns and adjectives
My student who is colorblind will have difficulties seeing the white board and video that I play on the screen because it is in colors
that they cannot see.

Part III - LESSON ADAPTATIONS


9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the anticipated

difficulties? Ex:) Please specify modifications/accommodations for English Learners, Standard English Learners, and/or students with
special needs. )

Pair share- I will assign each ELL students a parter that is a native English speaker and the rest of the native English speakers will
pair with each other. They can help each other and share their work and work together.
Language cards and cognates- I will have my students make language cards for each of the parts of speech with examples and
pictures for them to keep at their desks and bring home with them. These will be in English and their home language.
For my student who is colorblind (depending on their impairment), I can find a video that is in black and white or a color that they
can see, so that they are still seeing the same content that the other students in the class are.
10.21st Century Skills Circle all that are applicable
Communication

Collaboration

Creativity

Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson:
Communication: Students will talk with their partners to share their answers
Collaboration: Students will work together on their language cards to come up with examples of the parts of speech
Creativity: Students will illustrate pictures of their sentences that they wrote on their story boards
Critical Thinking: Students will think about the different parts of speech and have to write sentences based on what they
have learned.
11.Technology - How will you incorporate technology into your lesson?

I will be using a video from youtube to get the students engaged in the lesson about parts of speech. I will also be using a document
camera to show the students an example of the storyboard that they will be making.

Part IV - ASSESSMENT OF STUDENT LEARNING


12.Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific
criteria will be met in a successful product/process? What does success on this lessons outcomes look like?)

a. Formative:
During the video in the beginning of the lesson, I will be stopping it frequently to see if the students are understanding
the different parts of speech and are able to move onto the next one.

After the video I am going to have the students come to the white board and write examples of each of the parts of
speech to make sure that they are understanding the differences.

While they are working on their storyboards I will have then write one of the sentences with one part of speech, and I
will be walking around to see if they are on the right track. Once they are, they can move onto the next sentence and
part of speech.

At the end of the lesson, the students will get to play a game on Kahoot about the 2 parts of speech that they learned
about.
b. Summative (if applicable): Students will formulate sentences based on prior knowledge and experience from the parts
of speech they have learned.They will be writing the sentences on their storyboards. (Webbs Depth of Knowledge levelSkills & Concepts)
c. (Attach rubric here, if applicable):

Part V - INSTRUCTIONAL PROCEDURE


13.Instructional Method: Circle one Direct Instruction

Inquiry

Cooperative Learning

14.Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Youtube video: (From beginning to 0:33 seconds) https://www.youtube.com/watch?v=QPK3l6cK1k4
Document Camera
Smart Board
Kahoot Game https://play.kahoot.it/#/k/a94852f2-a64a-4b5c-8738-c49ab35d20f6
Storyboard Template. Students can create there own template
Language Cards (Students will make their own with white paper)
15.Procedure (Include estimated times. Please write a detailed procedure, including questions that you are planning to
ask.):
OPEN:
I will begin the lesson by asking my students if they know what Parts of Speech are. (Nouns,adjectives,etc.) I will then tell them to
get out a piece of paper and pencil and be ready to write down the different parts of speech that they hear in the video. I will
share that they are only learning about Nouns and Adjectives today. I will play a Parts of Speech video for them (approximately
1:30 seconds). I will stop it at 23 seconds (after they learn about what a noun is) and ask them Who can tell me what a noun is?
Who can give me an example from the video? Who can give me an example that they thought of on their own? I will put the
students in pairs and have the students pair share what they came up with and then I will ask for a volunteer to give us their
answer. I will stop the video again at 34 seconds (after they learn about adjectives) and ask them Who can tell me what an
adjective is? Who can give me an example from the video? Who can give me an example that they thought of on their own? The
students will again pair share with their partners and I will ask for a volunteer to give us their answer.
To wrap up the beginning of the lesson I will ask the students once again what were the two parts of speech we learned about.
Nouns and adjectives. Then I will tell them the objective of our lesson and what we are going to be doing. I will pass out their
storyboard papers in which they will be writing sentences and illustrating pictures for each of the parts of speech that we learned
about in the video. I will tell the students: Today you are going to formulate nouns and adjectives in sentences. I will then write
the student friendly objective on the board so they can understand in easier terms what their lesson is going to be about. We will
all chorally read it together.

BODY:
I will read the student friendly objective that I wrote on the board, and then have the students choral read it. On my whiteboard, I
will have the two different parts of speech written on the board. I will have my students come to the board and write examples of
each of the two parts of speech on the board. For example under nouns they could write: Disneyland, Texas, pencil, etc. They will
do this for adjectives as well and then sit back in their seats. I will read the examples out loud to my students and tell them that
these are all great examples to use on your storyboards.
I will next explain how I want them to make their storyboards. There are 6 spaces on your storyboards and I want you to write
three example for each part of speech. So three for nouns and three for adjectives. I will have an example on the document
camera that shows the first box and the sentence I am going to write. I want you all the circle your part of speech that you use
each time you write a sentence. For example: I am going to Disneyland tomorrow. I will ask them which word in this sentence is a
noun? When the student answers Disneyland I will have them come up to the document camera and circle the noun that they
told us. I will then tell them that they need to write their answers in complete sentences for each part of speech just like I have
shown on the document camera. Everyone go ahead and write one sentence first for a noun in that first box. As the students are
working, I will walk around the class to see how they are doing and if anyone needs any help. Once they are done I will have a few
students share out their sentences. I will then have them work on the rest of their sentences. I will continue to walk around to
check and see how they are doing and make sure that they are all on task. Once they finish all 6 sentences, they can start to
illustrate their pictures of their sentences. They can use colors as well if they choose to. If they finish early, they can begin to
make their language and cognate cards.These are cards that they can keep with them at their desks or take home with them to
help them on homework. I will show them an example of a language card that I have made. These cards will have examples of the
two parts of speech that that they learned about in this lesson, and the definition of what each of the parts of speech are. For My
EL students, this is where they can put the cognates in their home language as well. As the school year goes on they will learn
more parts of speech, and will be able to add those to their language cards as they learn them. For the students that want to draw
pictures on them, they can do that as well to help them understand the parts of speech in their own way.

My students will be using Marzanos Nonlinguistic representations strategy during their lesson by creating a storyboard, drawing
pictures and making their own manipulative language cards that they can use to help them in their learning.

CLOSE: After all of the students are finished with their storyboards they will move onto the language cards. While they are making
their language cards, I will be walking around the room to monitor the students and help when it is needed. The students can work
with their partners or on their own to create their language cards. Once the students are finished I will ask for students to come up
to the document camera to share some of their examples of the parts of speech from their language cards. If any student is still
having trouble, this will be a good help to see the different examples that their peers came up with. To end the lesson I will have
the students play a game on Kahoot. This will be in teams or individually and they will answer questions on the two parts of speech
that they learned during this lesson. This is a good assessment to see if the students understand what the different parts of speech
are and how to use them correctly in a sentence. Once the game is over I will ask them the questions again: What is a noun? and
What is an adjective? I will have a few students answer each of these questions and give me examples in sentences of each of
them. I will then close the lesson with our objective from the beginning. Today you were able to formulate sentences using nouns,
and adjectives!
Before they leave the classroom to head to recess or lunch, they will hand me their started language and cognate cards as an
exit-ticket so I can see which students understand and who still needs more clarification.
Part VI - REFLECTION

1. Please include your rubric data here.

2. Were the students successful at achieving the lesson objective?


a) If so, provide student evidence (Include 5 samples low, medium, high, EL, & Student with Special Needs).

b) If not, why do you think they were not able to achieve the lesson objective? What are your next steps?

3. What instructional strategies did you use to help students achieve the lesson objective?

4. What would you change about the lesson and why?

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student work related to
this lesson. Make copies of student work for levels of high, middle, low, EL, and Student with Special Needs, and write your
comments on the copies.