English Task Cards Lesson and Self-Evaluation:

Name: Abby Duvall Date: September 21, 2021 Time:

Subject: English Grade Level: 4th grade
I. Topic & General Goal Grammar: Simple and Compound Subjects/Predicates
II. Reference to PA or CC.1.4.4.F: Demonstrate a grade-appropriate command of the
Common Core conventions of standard English grammar, usage, capitalization,
Standards punctuation, and spelling.

III. Lesson Objectives - The student will be able to identify the simple
subject/predicate of a sentence.
- The student will be able to identify the compound
subject/predicate of a sentence.
IV. Materials - Subject/Predicate task cards (taped around the room)
- Pencils
- Recording sheet for each student
- Answer key
V. A. Introduction I will introduce this lesson by asking students to tell me what a
simple and compound subject and predicate mean. I will ask
them to give me an example of a simple subject, a simple
predicate, a compound subject, and a compound predicate.
B. Procedures 1. I will give students their recording sheet and give them
directions. There will be a task card on each person’s desk. I will
give them a minute and a half for each card, and then I will say
“scoot”. They will go to the next desk and complete the next
card. They will work individually and quietly.
2. As students are working, I will be around to answer questions
and give support.
4. If everyone finishes in time, we will review the task cards and
make sure all students have the correct answers in a different
color, so I can see whether they originally got their answers
correct or not. I will collect their completed recording sheets.
C. Differentiation Learning Environment: Students will be working and moving
around the classroom, in a less structured environment.
Process: Students who need more time to read and understand the
sentences will have that time.
Content: Students received the information verbally and
auditorily the previous day, but today they will have the
opportunity to actually move and practice on their own.
D. Closure I will conclude this lesson by collecting the recording sheets and
asking students if they have any questions about
simple/compound subjects/predicates. I will tell them that
tomorrow we will be talking more about these terms!
VI. Assessment - The student will be able to identify the simple
 subject/predicate of a sentence.
- The student will be able to identify the compound
subject/predicate of a sentence.
Assessments: both of the standards are assessed by the task
cards recording sheet that will be collected at the end of class.
VII. Modifications and/or Accommodations: students needing extra time will be given extra
Accommodations time. If students are struggling on the task cards, I will take out
one of the answer choices, so they will only have to choose
between the remaining two answers.

Self Evaluation:
My co-operating teacher had warned me before this lesson that students are not used

to activities like this, so it may be a hot mess. However, it was not as much of a hot mess as I

was expecting so that made me super happy!

I let my co-operating teacher do the science lesson first, so she was not rushed and I had

the rest of the time to do the task-cards. However, I only had twenty or twenty-five minutes

with each class to complete the activity. So, I explained to students that there was a paper on

their desk. I asked them to look at the card on their desk and point to the number in the star on

the card. Then, I had them point to that same number on their recording sheet and told them

that they were going to start at that number. Then, I explained that they were to look at their

card and answer the question on their recording sheet. I reminded students that this was an

English activity about subjects and predicates, so if they saw words on their cards that they had

not heard of or talked about recently like object, indirect object, or adjective, they would not

need to use them, so to ignore them. During the second class, students were actually circling

the correct answer on the card as well as on their recording sheet. So, I should have reminded

them not to touch the cards because other students have to use them. I did not even think

about the fact that students would do this. Then, I had students switch desks. For the first class,

it was a little bit of a mess because students did not know where to go, but after they figured
out the pattern, they did great! For the second class, I explained at the beginning how students

should move around the classroom. There was still a little confusion, but they did much better.

We got through about 15 of the 24 for each of the classes before we were running out of time. I

had students then correct their own papers. I read them the answers for each of the questions

and had them put an “X” through questions that they got wrong. After looking through their

papers, most students did decently well. There were a few students that struggled on most of

the questions, so for them, I will make sure to give additional support and review this week

before the quiz.

I did not actually do this activity with the last class because I had to leave for seminar

before science was completed. However, for the final class we have online students and a class

who is extremely chatty and distracted. So, we actually decided to not use the “scoot” activity

with the cards. I had the second class of students take the cards off of their desks, so for the

final class, my co-operating teacher put the cards on the Smartboard so students at home and

all students in the classroom could see the same card. Of course, this is not nearly as exciting as

the activity, but it is harder to complete the activity for the students who are online and I am

not sure if this class could have handled it, so I think this was the better option for them.

Overall, I was super happy with how this lesson went. I wish I would have had more time

to allow each of the students to complete all of the questions. I also wish I would have had

more time to go over each of the questions and explain the correct answer and why it was the

correct answer. However, I thought that with the time I was given, the lesson went very well! I

had many students tell me they enjoyed the day and loved being able to move around because
it made their learning more fun. I want to try to include more activities like this so students are

not constantly sitting and filling out packets during class.