Michelle Racine

Framing Your Thoughts 1 (Verbs)

Verbs - Framing Your Thoughts

Subject and topic ELA; grammar Grade Cycle 2; Grade 3

level

Resources PPT presentation; barebones workseets

Required

QEP Subject Area QEP Competency 1 - To write self-expressive, narrative, and information-based texts
Competencies / - Development of understanding of writing conventions which include grammar
POLs (sentence structure and syntax), usage (agreement and word choice) and mechanics
(spelling, capitalization and punctuation)

PoL:
Grammar (sentence structure and syntax)
Selects words that convey the intended meaning and create a picture in the reader’s
mind
Mechanics - capitalization; punctuation; spelling
Editing process - checks for conventions of grammar

Learning Students will be able to identify the noun and verb in barebones sentences. In groups,
Objectives students will write their own barebone sentences.

Essential What is an action word?

Question(s) What are two kinds of verbs?
What two things are needed to make a sentence?

Lesson Introduction (hook): Student will know:

Timing
The teacher will tell the class, "We have been talking A verb is an action word.
about parts of speech. We're going to follow the actions There are two kinds of verbs - physical
in this video - what part of speech is that?" and mental.

Watch the Verb Rap on TeacherTube.

- Have students to stand up and perform the actions.

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 First we will talk about verbs. Then we will talk about
using verbs in a sentence. Last, we'll look at a worksheet
in table groups to apply what we learned.

Development (Step by step sequential procedure): Students will understand:

PowerPoint lesson: use name sticks to call on students One noun and one verb is needed to
throughout the PPT. make a complete sentence.

Slide 2: Who can tell me what is a verb? Who

remembers the rap from the video? Students will do:

Students will identify the noun and verb

Slide 3: Go over what is a verb. Tell students that there
in barebone sentences.
are two kinds of verbs. Has anyone heard of them?

Students will write their own barebone

Slide 4: Review physical verb vs mental verb with the
sentences.
class. Ask students to provide more examples that aren't
on the board.
Universal Design for Learning/
Differentiation:
Slide 5: Ask the class, "What do we need to make a
complete sentence? Here's a hint - we saw this a couple Principle 1: Representation – provides
of slides ago!" Elicit student answers (noun and verb). options for acquiring and
comprehending information.
Slide 6: Tell students that the smallest kind of sentence
is called a "bare bones sentence", and this image on the Principle 2: Engagement – provides
board is called a sentence frame. It's called a sentence options that tap into learners’ interests
frame because it shows you the outline of a sentence, and provides appropriate challenge to
just like a frame shows the outline of a picture. Tell increase engagement
students that the "subject" is a noun and an "action
word" is a verb.
Principle 3: Expression – provides
options to demonstrate learning.
Slide 7: Review these examples. Have students identify
the subject and action word.

Slide 8: As a large group, have students rewrite these

sentences in the bare bone sentence frame.

Have student helpers hand out the worksheets to the

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 class. Have students write their name at the top then put
their pencil down. The teacher will go over the
instructions with the class and ask for any questions.

Slide 9: Go over the "To Do" list for the rest of the class
- Complete your worksheet.
- Raise your hand.
- Help the friends at your table.
- Write three “bare bones” sentences with your table.
- D..E.A.R.(s)

In table groups, students will complete the verb/bare

bone sentences worksheet.

Closure (transition): FORMATIVE: Assessment FOR/AS

learning:

Each table group will tell the class one of their barebone Worksheet
sentences.
SUMMATIVE - Assessment OF
learning:

Reflection

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