Beacon Lesson Plan Library
Coping with Verbs
Polk County Schools
This ESOL lesson that is week 2 of a unit, gives a review of nouns, introduces verbs, helps students understand how verbs function in sentences, explains verb tenses, and gives visual/verbal/written practice with verbs.
The student uses appropriate verbal and nonverbal communication for daily activities with peers and adults.
The student follows verbal directions.
The student paraphrases information.
The student stays alert while listening.
The student knows patterns and rules found in the English language (for example, grammar usage, word pronunciation).
-Tape player (for continued presentations from week 1)
-Index cards with an action verb written on each one - Enough for each student to choose two
-Formative Assessment Checklist (to be used all week) (see extensions)
-Grammar textbook (for each student)
-Word Web Model made into a transparency (see associated file)
-Grammar textbook (for each student)
-List of Nouns from last week's song and list of verbs from Monday's activity
-Grammar textbook (for each student)
-Student Assessment Checklist (for each student)
-Word Web example (see associated file)
-Word Web sheets for each student (see associated file)
1. Have tape player ready for remaining song presentations.
2. Have index cards, containing action verbs, in a hat.
3. Get a timer to use for the timed activity.
4. Have a prize to award to the winning team.
5. Plan the 2 grammar practice exercises that you will use from the grammar book.
6. Have a Formative Assessment Checklist ready for each student.
1. Have your grammar book handy and know the exercise that the students will complete.
2. Have the textbooks ready for each student.
3. Also, have the sample word web to show prepared as a transparency
1. Distribute the noun lists from last week and the verb lists from Monday of this week.
1. Know how you will pair students up.
2. Have the timer ready for the timed activity.
3. Have small prizes to award to the winning team.
1. Have example word web ready and a word web for each student.
2. Distribute the Summative #1 from last week and be ready to do the part concerning verbs.
1. Have any remaining students present songs. (This was started in the previous lesson of this unit.)
2. Give a quick verbal review of nouns.
3. Introduce action verbs. Use your grammar textbook and talk about the tenses of verbs and how they are used in sentences.
4. Now, have each student select a card (you can have them draw out of a hat). Caution them to not let anyone see their cards. Explain how to play charades.
5. Tell them that after a word is guessed, the student who guessed correctly will tell you a sentence, using that verb in the sentence. At this time, have students 'act out' the verb on the card. As each verb is correcty guessed, list it on the board or chart.
6. Afterwards, have the students tell you what all the words had in common (hopefully they will be able to tell you that they were all action verbs).
7. Explain that action words are verbs. Have students name some other action verbs.
8. Have students copy the list to use tomorrow.
(For each formative assessment mentioned in Day 1's procedures, see the assessment section of this lesson for the criteria.)
1. Have students do a short practice exercise with verb tenses as a group (from their grammar book).
2. Go over the answers with them, answering any questions they may have.
3. Now, give them another exercise to work on by themselves.
4. Collect this exercise. You will need to assess it and give positive/corrective feedback in tomorrow's lesson.
5. Model how to do a word web. (see associated file) Allow students to orally give examples of verbs as you give feedback concerning their choices. Fill in the word web as a model for them. There is an example in the associated file.
(For each formative assessment mentioned in Day 2's procedures, see the assessment section of this lesson for the criteria.)
1. Give back the exercises from yesterday and answer any questions the students have about the score or the feedback.
2. Use a similiar exercise and call on students to answer verbally. Explain verb tenses as students give incorrect answers and help them to understand why their answer was incorrect.
3. Now, tell the students that they are going to write an introductory paragraph for a story. In this paragraph, they must include as many of the nouns and verbs as possible. They should use the list of nouns from last week's song and the list of verbs from Monday's lesson. Let them know that they will have time to work on this paragraph tomorrow and that they will share their paragraphs aloud with the class. They need to remember to use the correct tenses of the verbs, that they practiced with on days 2+3. They may use a grammar book to help them. As a student to paraphrase the directions. Use the Formative Student Checklist to assess the student.
4. Circulate and offer guidance and feedback as necessary. Check off students as you observe the behaviors listed on the Formative Assessment Checklist.
(For each formative assessment mentioned in Day 3's procedures, see the assessment section of this lesson for the criteria.)
1. Call on a student to tell the difference between a noun and an action verb.
2. Put students in pairs. Tell students that they will have 5 minutes to write as many person nouns (as a review from last week) as they can. As a student to paraphrase the directions just given. Stop students after 5 minutes and have them share.
3. Have teams total their correct number of words.
4. Now, do the same thing with place nouns (as a review from last week). Repeat with things and ideas (as a review from last week). Ask a student to paraphrase the directions just given.
5. Now, give 5 minutes to write as many action verbs as they can. Note: While students are working, use the Formative Assessment Checklist to record how they interact with their partners. Note how they manage their time (per the oral directions), since they are being timed in this activity.
6. Have students add all 5 word totals. Award a prize to the winning pair. (Optional)
7. Review the lists and explain why some words were incorrect.
8. Give the students time to finish their paragraphs from yesterday.
(For each formative assessment mentioned in Day 4's procedures, see the assessment section of this lesson for the criteria.)
1. Have students present their paragraphs to the class. Have the Formative Assessment Checklists ready, to assess the presentations.
(Use the Checklist to assess pronounciation, correct use of verbs and tenses, etc.)
2. Next, review how to make a word web (from day 3). Review the example constructed on day 3.
3. Tell students that they will make a word web for action verbs and they will be required to write a sentence for each action verb they use in their webs.
4. Tell them that this activity will be for practice. You will assess it and give positive/corrective feedback.
5. Hand out blank word web sheets.
6. Give students time to work. Walk around and answer any questions. (Students may need to take this home to finish.)
7. Collect and assess student work.
8. Administer the part of Summative Assessment #1 dealing with verbs.
(For each formative assessment mentioned in Day 5's procedures, see the assessment section of this lesson for the criteria.)
Assessment of the student's understand of verb tenses and usage. This will be assessed by using the checklist and taking notes as the student gives a sentence for his/her card.
Assess the students formatively by scoring the grammar exercise. This is a formative assessment and students should receive feedback on their work.
Assess students' interaction with one another, as they work on writing the paragraphs. Use the Formative Assessment Checklist to do this. Also, use the checklist when students are answering the previous exercise verbally, to check for pronounciation and correct usage of verb tenses. Formatively assess and record students' paraphrasing of the oral directions. Students should receive feedback verbally as well as in writing (on the grammar exercise). Formatively assess student writing as they work on the paragraphs. Writing should be understandable. Do not assess conventions, spelling, etc.
Use the Formative Assessment Checklist to take notes on how students interact with their partners, as they make the word lists. Observe and take notes on alertness (as they listen to their partner), and watch to see if they are making the lists correctly (ability to follow verbal directions). Do not assess spelling, punctuation, etc. as you walk around and assess the students as they work on their paragraphs. Offer feedback and suggestions. Note those students who are having great difficulty.
Use the checklist to assess pronounciation, correct usage of tenses, etc. as the students present their paragraphs to the class. Listen to see if students have used the words correctly in sentences or if they are misplaced or in the wrong tense. Paragraphs should make sense and be understood by the others in the class. Note those who have difficulty understanding the paragraphs as well as those who have difficulty pronouncing words or reading them. Also check to see if students followed the directions for the Word Web activity. Be sure to give corrective feedback so that students know what was correct/incorrect concerning the Word Webs.
Assess Summative #1 for verbs.
The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=2970. Once you select the unitís link, scroll to the bottom of the unit plan page to find the section, Associated Files. This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).