CANDIDATE:

Lesson Plan Form

Teacher Education Department CSUDH
Vocabulary and Comprehension
SUBJECT(S):
GRADE LEVELS:

Lucila Sibrian

Language Arts

4th Grade

STANDARD(S):
Literary Response and Analysis
3.3 Use knowledge of the situation and setting and of a character's traits and motivations to
determine he causes for that character's actions.
Reading Comprehension
Students write and speak with a command of standard English conventions appropriate to
this grade level.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to
this grade level.
1.2 Combine short, related sentences with appositives, participial phrases, adjectives, adverbs, and prepositional phrases.
Grammar
1.3 Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating
conjunctions in writing and speaking.

I.

DATE:
May 9, 2013

Single/Multi-day
Lesson:
1

DESCRIPTION OF CONTENT AND CONTENT TYPE (Fact, Procedure, Concept, or

Principle):

Students will gain a conceptual understanding of identifying verbs and learn to build sentence by different words that would
be given to the student. Understanding the difference from verbs in a story will help the student build up their own type of
sentence. Students will be able to take what they learn and use it for the upcoming grade level.
II.

LEARNING OUTCOME (Objective):

Given 15 vocabulary words, student will identify if the given words are verbs. Student will be given a short story which
they will be asked to identify the verbs within the story.
III.

CURRICULUM CONNECTION (How this lesson fits into unit plan):

Unit topic: ELD/MELD: Connections

Previous lesson: ELD/MELD: Theme Investigations
Next lesson: ELD/MELD: Changes

IV.

INSTRUCTION
A)

ENGAGEMENT (Motivational Activity):

Teacher will introduce the topic of the lesson: Verbs.

Teacher will ask students if they remember the previous lesson about what verbs mean.
Teacher will remind the student the meaning of what a verb is. Verbs: a word to describe an action or
state
Teacher will give 6 different verb words as an example. (Writes on board) and reminding them that the
words are still verbs when in past tense.
Teacher will ask students to act out the verbs as one big group.
Students would now be acting out the words, using their imaginations.
Students will be allowed to move as they please and learn to participate in class.
Teacher will act out the same words with students to help them feel comfortable.

B) INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):

Teacher would instruct the students to sit down after the activity is over.
Teacher will introduce different verb words:
Walked, saw, dragging, slammed, gasped, and ran
Students will repeat each vocabulary word after teacher says each one
Teacher would explain how the words would be used on the lesson.
Teach would explained that the words would be incorporate in a made up scary story.
Teacher will explain to the students the instructions on what to do when they hear one of the different
verb vocabulary words.
Students would now act out the different verb words, how they were being instructed to do.
Teacher will keep reading the story out loud to the class, while the students are being aware of the
different words that are being thrown to them.
At the same time, two of the teacher assistants would include sound effect to make the story fun
Other teacher assistants would be up front with the instructor, acting out the words with the students.
Students would learn quickly to identify the verbs.
Teacher would let the students know about the next activity with the same subject.

Modeling:

Teacher will now instruct student about the next activity.

Teacher would ask the students to get into their assign groups. (the students are already know where
to go)
While the students are getting into their groups the teacher would ask one of the teacher assistants to
pass out a copy of the scary story to the different groups.
Teacher will ask the students to read the story within the group and talk about the different verbs.
In the meantime the teacher would pass out 3 x 5 flash card to each group. On the flash card it will
contain two different word (verbs)
Teacher will now explain to the class the new assignment
Teacher will continue to explain and give them steps on how the assignment should be done. By
giving instructions.
Teacher would give the steps. 1 step: explain to the class how we are going to use the new verb
words.
Step 2: Let the student know that their task would be to give the story an ending, by constructing a
sentence using the verbs that were given to them by the instructor.
Teacher would give an example using two different words.
Teacher would now five the groups 3-4 minutes to construct their new sentence.
Students would work quietly with in their groups and work with each other. While they are making up
an ending they should as well think of a way they can act the sentence to present in front of the class.
Teacher would now let the students know about the presentations and explain to the students how
they would all have to participate to figure out each of the different words from the groups.
The presentation will consist of them acting out the word just like how the teacher explain with the
example.

Checking for understanding:

Teacher will check for with the student to see if they all comprehend the meaning of a verb
Teacher will ask students what a verb means.
Students will be allowed to answer the questions that might be given to them
Teacher would give examples throughout the assignment to help the students if they have any doubts.
Students would be allowed to give their own examples.
Teacher will assist when needed.
Teacher will give positive feedback in conclusion of activity.

C) APPLICATION ACTIVITY (Practice and/or Reflection):

Teacher will introduce the words to the class.

Teacher will then hand the story that was read to the class with the verb words on bold.
Teacher will ask the students to review what a verb is
The teacher will expect each group to work together to come up with a sentence using the words that
would be given to them.
Teacher will model an example of what is expected from each group.
Teacher would expect the group to present their sentence to the class
Teacher would expect the different groups to identify what their classmates words were.
Students will be given a couple of seconds to complete task.
Students should work together as a group to quickly figure out the word
Teacher would give the class enough time to figure out the words
Teach would ask the students if they have any questions about the assignments
Student would be able to ask their own questions and answer as they please

Teacher will ask students if the examples was clear

Students will show they understand the meaning of a verb by doing the assignment

Checking for understanding:

Opportunities to re-learn:

Teacher will remind the students about the lesson that was taught to them on a previous class date.
Students will be allowed to speak up if they have any questions.

Independent practice:

V.

Teacher will ask the students to practice using verbs for homework.
Students will be allowed to use the examples that were given to them during class.

White board
handouts
3x 5 index cards
Teacher assistant: sound effects
Music(optional)

MATERIALS AND RESOURCES:

ASSESSMENT STRATEGIES (Methods for obtaining evidence of learning):

VI.

Pre-assessment: Teacher will assess students about the previous lessons about verbs.
Formative assessment: Teacher would observe the students on their ability to build up a sentence using the
words given to them and also observe how well they are able to figure out which words are verbs.

ACCOMODATIONS FOR INDIVIDUAL LEARNERS (Content, Instruction, Practice):

Students that are gifted: students would be able to participate with this activity because the words that are
given are each to act/perform if the student is sitting on a wheel chair or standing.
Students that are English Language Learners: Vocabulary was reviewed many times during class, as well the
words that are being use are very common words that they would easy learn what they mean.
Slow Learners: Vocabulary was reviewed in previous lessons as well during the new lesson plan. Students are
allowed to ask for help from their peer as well ask the teacher if they have any concerns.

Closure:
Teacher will once again give positive feedback. Teacher will give suggestions for improvement. Teacher will
briefly touch upon the next lesson for this section.
VII. HOMEWORK: students would be assign homework to turn in the next day. Their task would be to finish up
the story. Using new verbs of their own. They should at least have 5 new sentences. Tomorrow