Lesson Plan Grade 5th English/Language Arts Parts

Lesson Plan

Grade 5th

English/Language Arts

Parts of Speech

To enable students to label parts of speech in their own work and in the work of others, such as when reading passages and on standardized exams

Big idea: Students will be able to label nouns, verbs, adverbs, adjectives, prepositions, pronouns, interjections, and conjunctions.

Essential questions: How does understanding the parts of speech make us better readers and writers?

Hook: Ask students to free-associate words that come to mind. Then, once every student has volunteered a word, discuss as a class under what part of speech these words can be classified. This may be followed by 'clustering' or listing the words under different categories. Words that can be placed in multiple categories can be singled out for special discussion.

Motivation: Students will be motivated because they will be able to volunteer the words. Allow students to be as funny or as crazy as they want when suggesting words. If presenting the lesson around a holiday (like Halloween) or many of the students in the class are particularly interested in something coming up (like the release of a new cartoon or sporting event), suggest words that revolve around the occasion.

Teacher input: The teacher will review the definitions of the different parts of speech, after asking the class to give their own definitions and provide additional examples. The teacher may diagram sentences using an overhead transparency or on a chalkboard (Parts of speech, 2012, K6edu).

Concept/skills/instruction: Definitions and examples of parts of speech; sentence diagramming

Student output: Students will brainstorm words, provide their own definitions of the parts of speech, then diagram sentences collectively as a class, then individually using worksheets.

Learning interactions: Students will engage in-class 'sharing' of favorite words and become involved in the creation of their own examples and definitions of the different parts of speech. Sharing existing knowledge will facilitate retention and excitement about the topic.

Evidence of learning: Successful completion with minimal errors of individual worksheet; class participation.

Product or performance: Successful completion with minimal errors of individual worksheet; class participation and consistent improvement in use of grammar on other assignments over the course of the school year.

Assessment: Students will be assessed primarily based on the performance of individual worksheets, although class participation will also be required

Traditional/Portfolio/Performance: Traditional (worksheet performance) and performance (in-class participation)

Student reflection: Students will understand how in their own daily interactions, they are constantly using the parts of speech

Metacognition moment: Students will feel empowered by their knowledge of grammar.

Differentiated lesson plan

Grade 5th

Subject: English/language arts

Parts of speech

Objective: To enable students to label parts of speech in their own work and in the words of others and to grow more confident in their use of the English language.

Big idea: Students will be able to label nouns, verbs, adverbs, adjectives, prepositions, pronouns, interjections, and conjunctions. Students for whom English is a second language will grow more confident in their use of vocabulary; more gifted students will be able to assist less confident students

Essential questions: How does understanding the parts of speech make us better readers and writers? And how does understanding parts of speech help students with learning challenges and ESL students?

Hook: Ask students to free-associate words that come to mind. Then, once every student has volunteered a word, discuss as a class what part of speech they words fall under, followed with a 'clustering' exercise of grouping words into different visual categories. Volunteer troublesome words that English language learners might find challenging/volunteer words that students have had difficulties with misusing in the past. For gifted students, identify higher-level words to expand vocabulary and show how commonplace words can be used in unexpected ways. (Such as 'choice' -- which can be a noun (a decision) but also an adjective (something which is very good).

Motivation: Students will be motivated because they will be able to volunteer the words: allow students to be as funny or as crazy as the want when suggesting words. If presenting the lesson around a holiday (like Halloween) or many of the students in the class are particularly interested in something coming up (like the release of a new cartoon or sporting event), suggest words that revolve around the occasion. Ask students to brainstorm words based upon pictures, such as listing to what words come to mind when looking at a cartoon: this reinforces the lesson for visual learners and students less confident in English.

Teacher input: The teacher will review the definitions of the different parts of speech, after asking the class to give their own definitions and providing examples. The teacher will point to the words in the picture and use repetition to reinforce the meaning. The teacher will write down next to the words on the board what part of speech the words are from (such as dog=noun) to visually reinforce the lesson.

Concept/skills/instruction: Definitions and examples of parts of speech; sentence diagramming

Student output: Students will brainstorm words, provide their own definitions of the parts of speech and then diagram sentences collectively as a class. After the in-class brainstorming, students will be asked to brainstorm in teams, and then individually using worksheets at home. The worksheets will ask students to diagram sentences, list different words under parts of speech categories, and finally draw a picture where they must label an example of each part of speech (for example, a picture of a boy running might be labeled with: running=verb; sneakers=noun; quickly=adverb; sweaty=adjective, etcetera).