by Melanie Lewis

What is a Verb?

Time Allotment

Time Allotment

 2-45 minute period  

Subject (s)

Subject (s)

Language Arts/Technology 

Grade Level (s)

Grade Level (s)

2-4 

Standards

Virginia Standards of Learning

VA-SOL.ENG.2.5
STANDARD: The student will use meaning clues and language structure when reading.
VA-SOL.ENG.2.5.A
> Use information in the story to read words.
VA-SOL.ENG.2.5.B
> Use knowledge of sentence structure.
VA-SOL.ENG.2.5.C
> Use knowledge of story structure and sequence.
VA-SOL.ENG.2.8
STANDARD: The student will read and demonstrate comprehension of fiction and nonfiction.
VA-SOL.ENG.2.8.A
> Make predictions about content.
VA-SOL.ENG.2.8.B
> Read to confirm predictions.
VA-SOL.ENG.2.8.C
> Relate previous experiences to the topic.
VA-SOL.ENG.2.8.D
> Ask and answer questions about what is read.
VA-SOL.ENG.2.8.E
> Locate information to answer questions.
VA-SOL.ENG.2.8.F
> Describe characters, setting, and important events in fiction and poetry.
VA-SOL.ENG.2.8.G
> Identify the problem, solution, and main idea.
VA-SOL.ENG.2.11
STANDARD: The student will write stories, letters, and simple explanations.
VA-SOL.ENG.2.11.A
> Generate ideas before writing.
VA-SOL.ENG.2.11.B
> Organize writing to include a beginning, middle, and end.
VA-SOL.ENG.2.11.C
> Revise writing for clarity.
VA-SOL.ENG.2.11.D
> Use available technology.
VA-SOL.ENG.2.12
STANDARD: The student will edit writing for correct grammar, capitalization, punctuation, and spelling.
VA-SOL.ENG.2.12.A
> Recognize and use complete sentences.
VA-SOL.ENG.2.12.B
> Use and punctuate declarative, interrogative, and exclamatory sentences.
VA-SOL.ENG.2.12.C
> Capitalize all proper nouns and the word I.
VA-SOL.ENG.2.12.D
> Use singular and plural nouns and pronouns.
VA-SOL.ENG.2.12.E
> Use apostrophes in contractions, including don't, isn't, and can't.
VA-SOL.ENG.2.12.F
> Use correct spelling for high-frequency sight words, including compound words and regular plurals.
VA-SOL.ENG.3.5
STANDARD: The student will read and demonstrate comprehension of fiction.
VA-SOL.ENG.3.5.A
> Set a purpose for reading.
VA-SOL.ENG.3.5.B
> Make connections between previous experiences and reading selections.
VA-SOL.ENG.3.5.C
> Make, confirm, or revise predictions.
VA-SOL.ENG.3.5.D
> Compare and contrast settings, characters, and events.
VA-SOL.ENG.3.5.E
> Identify the author's purpose.
VA-SOL.ENG.3.5.F
> Ask and answer questions.
VA-SOL.ENG.3.5.G
> Draw conclusions about character and plot.
VA-SOL.ENG.3.5.H
> Organize information and events logically.
VA-SOL.ENG.3.5.I
> Summarize major points found in fiction materials.
VA-SOL.ENG.3.5.J
> Understand basic plots of fairy tales, myths, folktales, legends, and fables.
VA-SOL.ENG.3.11
STANDARD: The student will edit writing for correct grammar, capitalization, punctuation, and spelling.
VA-SOL.ENG.3.11.A
> Use complete and varied sentences.
VA-SOL.ENG.3.11.C
> Use past and present verb tense.
VA-SOL.ENG.4.4
STANDARD: The student will read and demonstrate comprehension of fiction.
VA-SOL.ENG.4.4.A
> Explain the author's purpose.
VA-SOL.ENG.4.4.B
> Describe how the choice of language, setting, and information contributes to the author's purpose.
VA-SOL.ENG.4.4.C
> Compare the use of fact and fantasy in historical fiction with other forms of literature.
VA-SOL.ENG.4.4.D
> Identify major events and supporting details.
VA-SOL.ENG.4.4.E
> Describe the relationship between text and previously read materials.
VA-SOL.ENG.4.4.F
> Identify sensory words.
VA-SOL.ENG.4.8
STANDARD: The student will edit writing for correct grammar, capitalization, spelling, punctuation, and sentence structure.
VA-SOL.ENG.4.8.A
> Use subject-verb agreement.

NETS Performance Indicators

NETS-S.1
STANDARD: Basic operations and concepts
NETS-S.1.A
> Students demonstrate a sound understanding of the nature and operation of technology systems.
NETS-S.1.B
> Students are proficient in the use of technology.
NETS-S.3
STANDARD: Technology productivity tools
NETS-S.3.A
> Students use technology tools to enhance learning, increase productivity, and promote creativity.
NETS-S.3.B
> Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
NETS-S.4
STANDARD: Technology communications tools
NETS-S.4.A
> Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
NETS-S.4.B
> Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
NETS-S.6
STANDARD: Technology problem-solving and decision-making tools
NETS-S.6.A
> Students use technology resources for solving problems and making informed decisions.
NETS-S.6.B
> Students employ technology in the development of strategies for solving problems in the real world.

How can this resource be used? (Include all that apply)

How can this resource be used? (Include all that apply)

__Opening activity “hook”     __Research tool for students

X_Part of an existing lesson   __Assessment Activity

X Central focus of lesson      __Other (describe):

X Enrichment Activity 

Considerations and Teacher Prep

Considerations and Teacher Prep

X Internet Access                X Computer Lab

__Learning stations             X Smart board or pad

__VCR/DVD                        X Digital camera/camcorder

X Single computer and projector                  

__Other (describe):


Intoduction to Parts of Speech:  Big Herb and His Verbs. United Learning. 2003. United Streaming 12 June 2006
<http://www.unitedstreaming.com>


Welcome to the Wide World of Verbs.  Mrs. Sunda. 2004.  12 June 2006.
<http://www.kyrene.k12.az.us/schools/brisas/sunda/verb/enter.htm>

Bag of Scrabble letters. (Other tile letters may be substituted)

1.  Preview the video in advance of the lesson. Plan some questions to ask students during the video. These guided questions will be used to stimulate discussion and help you determine when to build students' background knowledge.

2.  Collect sentences from magazines, newspapers, and other sources to use as examples of the different kinds of verbs:
 

  • Action verbs—verbs that show action (e.g., run, talk, grow)

  • State-of-being or linking verbs—verbs that show that something exists (e.g., is, seems, feels)

  • Helping verbs—auxiliary verbs that are used alone or in a verb phrase (e.g., will, have, was)  Note:  The verb types and difficulty of lesson will be determined by the grade level of the students.)

3.  Include these sentences on SmartBoard,  chart paper or transparencies for demonstration purposes.

4.  Collect several different technologies for the student to choose from in completing their final project. Examples of technologies may include KidPix, Microsoft Paint, PowerPoint, etc,

Objective (s)

Objective (s)

1.  Preview the video in advance of the lesson. Plan some questions to ask students during the video. These guided questions will be used to stimulate discussion and help you determine when to build students' background knowledge.

2.  Collect sentences from magazines, newspapers, and other sources to use as examples of the different kinds of verbs:

  • Action verbs—verbs that show action (e.g., run, talk, grow)

  • State-of-being or linking verbs—verbs that show that something exists (e.g., is, seems, feels)

  • Helping verbs—auxiliary verbs that are used alone or in a verb phrase (e.g., will, have, was)  Note:  The verb types and difficulty of lesson will be determined by the grade level of the students.)

3.  Include these sentences on SmartBoard,  chart paper or transparencies for demonstration purposes.

4.  Collect several different technologies for the student to choose from in completing their final project. Examples of technologies may include KidPix, Microsoft Paint, PowerPoint, etc,
 

Differentiation

Differentiation

Know
Understand
Do
Verbs show action or being.  They may also link or help.
All languages are comprised of basic parts of speech.  By understnading the parts of speech we can better communicate.
Design a picture or slideshow demonstrating the understanding of verbs using a technology of choice.
Is this lesson differentiated? 
If so, how?
This lesson is differntiated on interest and modality.
 

Description

Description

1.  Assess what students already know about verbs by asking them to complete a "brain-dump" consisting of everything they know about a verb. (A brain-dump is when the student writes down all thoughts and understanding of a concept.)

2.  Watch the video, Big Herb and His Verbs, with the students using the DRTA (Directed Reading, Thinking Approach) by pausing and asking the questions you determined during your preview of the video. (Note: This video is broken into segments and each segment may be used in this format as a stand-alone lesson.)

3. 
Allow students time to access the Wide World of Verbs website. On this site, they can learn more about action verbs, state-of-being verbs, and helping verbs. Have them read the story for each kind of verb and also take the verb test.

4.  Pass around the bag of letter tiles.  Instruct the students to take out 3-5 letters.  Students are to work alone or in pairs to use their letter tiles to costruct a made-up verb. 

5.  Students are asked to use any paint or slideshow software program available to create a means to teach the meaning of their word to their classmates. 

6.  Make sure to also provide students an opportunity to share their sentences and verbs with the class to reinforce learning.

7.  Ask students to summarize what they have learned during the lesson by using the following questions:

  • What does a verb do in a sentence? (knowledge)

  • What are the different types of verbs? (knowledge)

  • How can you distinguish between an action verb and a state-of-being verb? (comprehension)

  • How will you use what you have learned in this lesson to write better sentences? (application)

 

Alignment with Technology Continuum

Alignment with Technology Continuum

__AwarenessTechnology centered. Instruction is about or controlled by technology.

  • Technology is used separate from learning goals (i.e. reward).

X_Exploration Technology supplements instruction by providing extension or enrichment.

  • The teacher pre-determined experiences with technology.
  • Technology is used for drill and practice.
  • Student work requires little analysis or creativity.
  • Technology is not necessary to achieve the learning objective.

__Infusion teacher centered/directed; technology use is adapted to fit with traditional goals and tasks.

  • Productivity tools are used to augment the lesson.
  • Productivity tools, software, and Internet are used to modify traditional assignments given in the past.
  • Technology skills are learned within the content (primary emphasis is on learning content).
  • Technology is an alternative means not essential to lesson goal.
  • Technology provides a means for displaying student work tied to specific content goals.
  • Technology provides adaptations in activities or assessments for special populations.

X_Integration - student centered/ constructivist instruction; technologies are used for collaborative project based instruction.

  • Technology engages students in high level cognitive tasks
  • Students use complex thinking tools, such as simulations, modeling, mapping, or video production.
  • Learning activity would not be possible without technology.
  • Technology use maximizes student involvement.
  • Technology use promotes collaboration.
  • Technology optimizes opportunities to demonstrate mastery of learning outcomes.

X_Expansion and refinement - constructivist instruction in which students and teachers are facilitators, learners, and researchers; technologies support self-directed, collaborative learning.

  • Technology extends the classroom beyond the school.
  • Students select appropriate technology and initiate use.
  • Technology is a tool for authentic problem solving.
  • Technology seamlessly used by students for their own inquiries, problem solving, and product development.
  • Students seek ways to incorporate new uses of the technology into learning and acquire new skills as needed.

 

Assistive Technology

Assistive Technology

Students may work in pairs if needed.  Since students are allowed to choose the means of their final project, they may pick the mode they are most comfotable using. 

Assessment Strategies

Assessment Strategies

The link for the  rubric to evaluate this project can be found at:
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1282381&


The student's may take the quiz posted on United Streaming as an assessment for this lesson. 

 

Resources

Currently, there is no content on this page.