Alayna Bond

Topic: Class: Date:

Learning the 3rd grade English language arts. 3-13-2023

function of nouns,
verbs, and
adjectives.

Content Language Objectives:

Objectives:
Be able to write down short descriptions of nouns, verbs, and adjectives,
Learn about parts and be able to identify each in a sentence.
of speech and be
able to identify
nouns, verbs, and
adjectives in a
sentence.

Key Vocabulary: Supports:

(For Beginning, Emerging, and Developing)
1. Noun
Beginning: Be able to use each part of speech in their home language, but
2. Verb identify them as “nouns, verbs, and adjectives” in English.

3. Adjective Emerging: Fill in blanks labeled “noun” “verb” and “adjective” in a pre-
written sentence in English (ex. mad libs).

Developing: Write a sentence that uses all three parts of speech and
identify one of each in a pre-written sentence.

Higher-Order Questions:
Why do we need to understand the differences between the parts of speech?
Why is it important to use all three of these parts of speech?

Time: 10 mins Anticipatory Set:

Building Background

Links to Experience:
 Choose 3 students to stand at the front of the room, with a whiteboard that
says “_____ is _____ very ____.” 3 times behind them. Give each student
a card with an action on it. Have each student perform an action assigned
to them in front of the class. One student will perform a very fast, silly
dance, another student will pretend to run very slowly, and the final
student will walk very sadly. The students will then raise their hands to
fill in the prompts on the board according to their peers’ actions.

Links to Learning:
Say, for example, the board says “Hannah is dancing very fast.” Label
“Hannah” as a noun, “dancing” as a verb, and “fast” as an adjective.
Explain to the students that sentences are made up of nouns, verbs, and
adjectives.

Introduce Key Vocabulary:

As you can see, we used a noun, a verb, and an adjective all in one
sentence! (Point to each as they’re said.) After we have a little more
practice filling in these sentence frames, you will try writing your own
sentences with all three of these parts of speech. (Point to language
objective.)

Time: 20 mins Development/Practice:

Student Activities (Circle/highlight all that apply for activities

throughout the lesson):

Scaffolding:   Modeling        Guided        Independent

Grouping:   Whole Class    Small Group    Partners    Independent

Processes:    Reading     Writing     Listening     Speaking

Strategies:    Hands-on       Meaningful      Links to Objectives

Guided Practice
a. Gather the kids to the rug, count down 3, 2, 1, and have
them all do a crazy action for 10 seconds. This could be
jumping up and down, running in place, waving their arms,
etc.
b. Call on 3 students to share what move they did with the
class. Explain to students that everything they just did is a
verb because verbs are “action words”.
 c. Give a couple of examples of verbs.
d. Ask students to think-pair-share 2 verbs each with a
partner.
e. Send students back to their seats.
Beginning: Students will have translated instructions to read along with as
the teacher speaks in English and a translated definition of “verb” (for
example, palabra de acción). They will participate in doing the action and
will think-pair-share one verb with a partner. If unable to do this, they
may share two verbs in their native language.
Emerging: Students will be made sure to understand the opening activity
before it begins and may be called on to share the move that they did with
the class. They will also be provided a translated definition of “verb” in
order to participate in the think-pair-share and provide two verbs in
English.
Developing: Students may be called on to share their move with the class
and must think-pair-share two verbs in English with their partner. If
unsure about their understanding, they may give a few examples in their
native language beforehand to make sure that they understand what a verb
is.

Independent Practice
f. Pass out photocopies of an excerpt of Dr. Seuss’s “One
Fish, Two Fish, Red Fish, Blue Fish” and a highlighter for
each student.
g. Instruct the class to read the story and highlight words
that describe the main character after giving a few
examples, such as “little”, or “new”.
h. Explain that an adjective is a describing word, and give
more examples, such as “glad”.
i. Call on 3 students to share words that they highlighted
with the class. Then, call on 3 different students to share
other words that describe the main character, and have the
class stand if they think it is an adjective, and sit if they do
not.
Beginning: Students will have translated instructions and a few adjectives
already highlighted as examples. They will not be expected to share with
the class but should participate in the standing-sitting activity.
Emerging: Students will have one or two adjectives already highlighted as
examples. They will not be expected to share with the class unless they
volunteer confidently.
Developing: Students will be given a regular worksheet and may be called
on to share examples if warned first and given time to consider their
response.
Closure
b) Bring the students back to the rug.
c) Have a diagram with 3 sections labeled “nouns”, “verbs”, and
“adjectives” projected on the board.
d) Present a word on a piece of paper while saying it out loud and
ask the students to hold up 1 finger if it’s a noun, 2 if it’s an
adjective, and 3 if it’s a noun, first demonstrating by doing it
yourself.

Closure: (Circle/highlight all that apply):

Individual Group Written Oral

Review Key Vocabulary:

e) By asking the students “Who knows what a noun is?” I will know
if I need to spend a lot of time on this section, or if I can get it
done quickly and spend more time on the other two. I can also use
this to correct incorrect thinking
f) By using think-pair-share to think of a couple of verbs, students
can help each other to understand what’s being taught.
g) Holding up fingers to determine if a given word is a noun, verb, or
adjective is a low-pressure way to practice differentiating between
the three, but allows the teacher to find out who may need extra
help.

Review Key Content Concepts:

h) Asking students to present a thumbs up if the presented word is a
noun and a thumbs down if it isn’t allows them to feel less
pressured to get the correct answer because it is a subtle
movement, but also allows me to see who is changing their answer
and who feels confident in theirs
i) Asking students to sit or stand based on whether or not their peer’s
words are “adjectives” allows them to start moving after sitting
still for a little while and gives me insight as to who has a solid
understanding of the material and who does not.