Topic 7

Nouns, Verbs and Adjectives

Summary of Lesson Plan:

This lesson plan provides students with the opportunity to learn, revise and
practice the use of nouns, verbs and adjectives in their writing.

Australian Curriculum Links:

Year 4:
Understand that the meaning of sentences can be enriched through the use of
noun groups/phrases and verb groups/phrases and prepositional
phrases(ACELA1493)

Lesson Plan Sequence:

Introduction/Warm Up:
 Children revise their knowledge and understandings about nouns,
verbs and adjectives. This should have been covered in prior lessons,
each lesson perhaps focusing on nouns (common and proper), verbs
or adjectives (even adverbs for grades 4). (ESL students have a harder
time processing spoken language. For this reason I want to try and
avoid teaching “in the air” I need to ensure that this revision process is
beneficial to all students in the classroom therefore incorporating visual
aids in order to support the concepts being taught. The visual aid I
have chosen is a video. It is a song, which walks students through
Parts of Speech. It includes definitions and examples of nouns, verbs
and adjectives. https://www.youtube.com/watch?v=AiK3NSENjA8
Body:
 Once children have been reminded of and familiarized themselves with
what nouns, verbs and adjectives are, hand out to each child (or have
them randomly select from mystery bags) each of a noun, verb and
adjective word card. This can be done in various ways. I actually had
them all in a container together and they picked any 3 without realizing
there were 3 different sets, then they had to decide which word was
which.
 For this section of the lesson I would incorporate the use of verb, noun
and adjective pots in place of the word cards. This is to say in a
previous lesson I would have students practice writing nouns, verbs
and adjectives onto pop sticks.
 These are then placed into their individual noun, verb and adjectives
pots. I believe that this makes the task meaningful to the students; the
students themselves create the recourses being used.
 Place the students into groups this provides all students the opportunity
to practice English with their peers in a low-risk setting.
 For the purpose of this part of the activity mix the words into a box
have each group select several pop sticks.
▪ Once they have one of each, see if they can identify which word is a noun,

EDN2104: Topic 7 Shantelle Stevenson 32208494

 a verb or an adjective (the different font types are a clue, but they may
not realize just yet.) You could also get them to work with a partner or a
small group to sort out their words together.
▪ Have the students separate the popstciks into nouns, verbs and adjectives.
▪ Students create a table in their workbooks with 3 columns, each titled
“noun” “verbs” “adjectives”. Draw an example on the board/poster
paper for a class display to keep. Students can then write where each
of the word cards they have belong. This could be shared with the
class and students copy down other students’ words as well, or the
teacher could just make a list on the board/poster paper. (you could
also allow students to glue in their words to the correct column, but my
preference was to laminate the cards to use them again, so they
needed to write the words – helps with writing practice and spelling
also)
▪ Rather than using workbooks provide students with a large piece of paper
and several colour pencils. Draw a sample word explosion on the white
board (Challaging concepts should be supported with diagrams and
modeling. Modelling the steps of a process can help towards
understanding) with Parts of speech in the center leading off into
nouns, verbs and adjectives. The nouns, verbs and adjectives can then
be written on under these headings. Encourage students to draw a
simple picture next to the words as a visual aid.
▪ The students then need to come up with a sentence using each of the 3
different word cards they have. They can decide which order they could
go in, or you could give them a formula of “(adjective) (noun) (verb)” or
“(verb) (adjective) (noun)”. Depending on what you think is appropriate
for their skill level.
▪ Incorporating “Silly sentences” into this section will decrease the pressure
for students, while still practicing creating sentences. Students write
down their sentence on a sheet of cardboard.
▪ Students verbally say or write a sentence using these 3 words.
▪ Have a discussion about how useful adjectives are to provide description
and detail to your writing. They could also compare their sentence to
one that does not have an adjective in it. Use students’ examples to
show some on the board or keep on a class poster.
▪ Using the silly sentences the student’s silly sentences. Re-create the
sentences as a class. Discuss what aspects of the sentence should be
changed and why. Does it now make sense? Why? (Teacher
brainstorms on the board for students to refer to)
▪ Depending on time, children could then choose another 3 word cards
randomly and complete the same activity with minimal assistance. The
teacher may choose with a support group at this stage, while the more
capable students work independently. Students write their 3 words in
the correct column in their books, then write a sentence using the
words they chose.
▪ Offer students the opportunity to create a new silly sentence and re-create
individually. This allows students who fully understand the concept the
opportunity to apply their knowledge while also still allowing those
needing additional support the option of peer support.
Variations:

EDN2104: Topic 7 Shantelle Stevenson 32208494

▪ Students can choose 2 adjectives, 2 nouns and one verb then try to connect
them all together in one sentence. (The fluffy kitten jumped on the soft
couch.) They could partner up with someone else to make a sentence
together.
▪ Change the verb cards to present tense, past tense or future tense.
Complete the sentence activity with appropriate tense. (eg.
ran/running/will run)
▪ Students could drawing a picture to match their sentence and this could be
turned into a class book, or use an iPad/computer program to make
use of technology.
Conclusion:
▪ Students to read out their sentences in front of the class and other students
need to identify the noun, verb and adjective in each sentence.
The silly sentences cards created during the activity can be collected and put
together to create a new game for the classroom. This allows students access
to the resource within the class when ever the need it.

Assessment:

▪ Annotation of students’ word chart and writing samples (Group word

explosion and silly sentence card)
▪ Checklist recording students’ ability to recognize and explain a noun, a verb
and an adjective.
▪ Anecdotal notes of:
▪ Students who required extra assistance in understanding or
identifying the different word types (the support group perhaps).
▪ Students who confidently used nouns, verbs and adjectives and were
able to write creative sentences using their chosen words
(independent workers).
▪ Students who could use consistent tense in their writing.

Resources:

▪ Whiteboard and markers/blackboard and chalk

▪ Large poster paper, textas.
▪ Verb, noun and adjective word pots.
▪ Attached PDF/word document of nouns, verbs, adjectives, laminated and
cut out, containers or bags to store them in.

EDN2104: Topic 7 Shantelle Stevenson 32208494