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. This lesson was originally created for a year 3 class, however is easily adaptable for children in Years 2 to 4, and beyond if appropriate.
Australian Curriculum Links:
- Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives(ACELA1468)
- Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)
- Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense(ACELA1482)
Lesson Plan Sequence:
- 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).
- 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.
- Once they have one of each, see if they can identify which word is a noun, 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.
- 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)
- 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.
- 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.
- 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.
- 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.
- 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.
- Annotation of students’ word chart and writing samples
- 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.
- Whiteboard and markers/blackboard and chalk
- Large poster paper, textas, student work books
- Attached PDF/word document of nouns, verbs, adjectives, laminated and cut out, containers or bags to store them in.
- Nouns, Verbs and Adjectives Word List (PDF)
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