Cooperative (STAD) Lesson Plan

Ebony Wright
College of Southern Nevada
EDU 220: Psychology of Learning
Dr. Ce Isbell
10-18-20
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Class description:

This is an inclusive 2nd grade co-teaching class with twenty students. There are nine students

with disabilities, one English as a second language (ESL) student, eight typical peers and two

gifted learners. The classroom is sporadically set up with five groups of desks four students per

group to allow easy flow from group to group.

Teacher: Miss Ebony Wright

Lesson Title: What are some parts of speech?

Subject/Skill: Nouns, verbs, and sentence structure

General Goal: Students will know how to formulate sentences, all 8 parts of speech, be

able to recognize each part, and understand how they are used in a

sentence.

Specific Objective: Students will learn what nouns and verbs are, be able to describe them and

how they are incorporated into sentence structure.

Materials: Show and tell item, Flashcards, (provided by the teacher) paper and pencil

and some assistive technology.

Anticipatory Set: With the students show and tell (brought in previously) they will describe

their item and action of the item if possible, act out a verb of their

choice, categorize the flashcards and in groups, they will form

pictorial sentences. I will be using the Student Teams Achievement

Divisions (STAD) strategy and in conjunction with token

economy, they will be able to receive the reward of their choice.

Modifications: For most of the children with disabilities and the (ESL) students, they will

use the flash cards during the instruction and are only required
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to learn and write half the amount of words and sentences

the typical peers do. The students with writing dysgraphia will use text

to speech assistive technology, for reading dyslexia they will work

with the same printed out graph that I drew on the board and write their

sentence in the graph (I will observe if further modification is

necessary). As for gifted learners and any student who complete the

assignment early, they will have computer time and will be allowed

look up an approved subject of their choice to watch, read, or write

about.

Assessment: Throughout the lesson, I will ask key questions and review often. For

children with disabilities, Both co-teacher and paraprofessional

will walk around to help students and the co-teachers will assess them

privately. Each set of students will be assessed according to

their benchmark and or IEP goals with a verbal, pictorial or

written test/assessment by the end of class.

Behavior: Initially, I will use a variety of influence techniques. I will make sure the

student is aware of the inappropriate behavior and ignore it. If the

behavior becomes problematic, further action/conversation

may be required.

Knowledge: After this lesson, students will know what noun and verbs are with 85%

accuracy.
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Comprehension: After demonstrating a verb, show and tell, and the teacher assisted

graphing of sentences on the board, the students will be able to

describe nouns and verbs with 85% accuracy in a sentence.

Apply: Working in group, the students will categorize the flashcard with 90%

accuracy.

Analyze: After categorizing, the student will compare the differences between

nouns and verbs.

Create: After the discussion and group activity, the students will write and use

pictures to make several of their own sentences with 95%

accuracy.

Evaluate: Once the students form their own sentences, they will be able to evaluate

sentences structure, noting if a verb or a noun is needed.

Procedure: 1. At the beginning of class, I will ask the student if they recall last week’s

lesson and recap last the lesson.

2. Then, I will ask each student to get their show and tell they

previously brought in, ask them what part of speech it is and what

action (if possible) is their item doing.

3. This will prompt the lesson on what noun and verbs are and I will

begin to define, describe, and ask clarifying questions.

4. I will ask the students to think of a verb and on

the count of three demonstrate all at once. Noting what

action they chose to do.

5. In group the students will compare nouns and verbs.

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6. I will draw a graph on the board with three spaces. One space for an

article (previously learned and recapped), noun then verb in that

order. By raising their hands they will fill in the blank on the board to

create a three- word sentence.

7. I will go over correct and incorrect sentences with questions and

answer session.

8. In groups of four the students will be given flashcards with one minute

to categorize nouns, verbs, and articles to make pictorial sentences.

Each student will have one job. One will read the sentence the group

made; the others will place their card in the appropriate position

according to what part of speech they have. They will rotate jobs, and

everyone is needed to complete the task. The group with the most

sentences completed will be given tokens which will later allow them (an

approved award) the reward of their choice.

9. Once the students understand the lesson, I will write several examples

of what I expect, on the board and go over correct and incorrect

sentences with question and answers from the students.

10. During this time, I will lead into the next lesson and request that they

capitalize the first letter of every sentence and put a dot that we

will refer to as a period at the end. Letting them know, it will be

explained in the next lesson.

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11. The students will then go back to their regular seats and typical peers

will independently create their own three-word sentences on a

work sheet that will be turned in at the end of the day. Non-typical

peers will work with and be assessed by their co-teacher, and or

member of their transdisciplinary team.

Closure: This lesson teaches students what nouns and verbs are, the differences

between them and where they belong in a sentence. Students will

learn all the parts of speech and are developing the basic sentence

structure guidelines to write and understand more complex

sentences in the future.