Created by: Sarah McMillen and Stacy Stout
Week of
Lesson:
ELD Daily Lesson Plan Grammar
Time of Daily Lesson:
8:25-9:15 (M,T,TH,F)
8:13-9:18 (W)
Lesson Plan Time: 40
Minutes
ELPS (English Language
Proficiency Standard):
Proficiency Level:
Time Allocation:
Grade Level: 4th
I
II
III
IV
PE
E
B
I
40 Minutes
ELP Standard(s)/Performance Indicator(s):
Student Friendly Language Objective:
8/3-8/7/15
Type: grade level
V
Grammar
III-V2: HI-4 SW demonstrates knowledge of vocabulary by
explaining the meaning and usage of grade-specific academic
vocabulary.
I will use the appropriate vocabulary in various contexts using
the correct meaning.
III-L1: HI-1: SW defining and classifying physical action, mental
action, and state of being (to be) verbs; explaining the
relationship of a verb to the subject.
I will identify and define physical verbs.
Word wall, notebook, handouts, role cards
Materials:
WICOR STRATEGIES
Writing- Journal, 2 Column Notes, 3 Column Notes, Quick Write, Reflections
Inquiry- Levels of Thinking and Questioning, Discussion
Collaboration- Partner sharing, Group sharing
Organization- 2 Column Notes, 3 Column Notes, Grammar and Homework Folders,
Color Coding
Reading- hink Alouds, Word wall, Vocabulary
LESSON DELIVERY
Day 1:
Teacher Will:
Introduction
Introduce new grammar concept by
demonstrating different action words (such as
singing, dancing, hopping, etc.) and the
students will guess what she is doing.
Introduce “Verbs” on the “Grammar Wall” by
hanging the verb with the proper color
attached
Guided Practice
Write the definition and rules on the board and
Student Will:
Introduction:
Students will try to decide what the teacher is doing by stating
the physical action verb she is performing.
Guided Practice
Students will record the physical verb definition in their
notebooks as they follow allow with the teacher as it’s
written on the board.
Created by: Sarah McMillen and Stacy Stout
the students take notes in their notebooks for
future reference.
Independent Practice
Write a few physical action verbs on the board
and instruct the students to list as many action
verbs as they can think of in their own
notebooks.
Day 2:
Teacher Will:
Introduction
Re-Introduce new grammar concept by
demonstrating different action words as from
day 1 (such as tapping, drawing, swaying, etc.)
and the students will guess what she is doing.
Independent Practice:
List as many action verbs as possible in the notebook to
demonstrate you understand what an action verb is.
Student Will:
Introduction:
Students will try to decide what the teacher is doing by stating
the physical action verb she is performing.
Guided Practice
Guided Practice
Write two complex sentences on the board and
underline the action verb in RED. Explain how
today we will be writing sentences and
underlining the action verbs
Independent Practice
Have the students write a few (depending on
time) sentences in their notebooks and share
them with their partner to verify they are
underlining the action verbs and writing a
complete sentence.
Day 3:
Teacher Will:
Introduction
Re-Introduce grammar concept by
demonstrating different action words (such as
sleeping, chewing, gliding, etc.) and the
students will guess what she is doing.
Students will record the sentences the teacher is writing in
a notebook. They will underline the verbs to show they
understand the action the verb is performing.
Independent Practice:
Write sentences using action verbs and underline them.
Share them with table partners to check the work. Make
sure to use complete sentences and capitalization and
punctuation.
Student Will:
Introduction:
Students will try to decide what the teacher is doing by stating
the physical action verb she is performing.
Guided Practice
Guided Practice
Action verbs are everywhere and to
demonstrate this, show students a newspaper
article and underline the verbs in red. Students
will have the same article in a handout.
Independent Practice
Have the students look through magazines,
newspapers, etc. for action verbs and when
they find one, have them cut it out. Explain
that we will be putting all the action verbs
together on a large collage.
Students will follow along with the teacher as the action
verbs are identified in a newspaper article and underline
the verbs.
Independent Practice:
Look through magazines, newspapers, etc. to find action
verbs and cut them out. Each student should find about 5
action verbs (time allowing).
Created by: Sarah McMillen and Stacy Stout
Day 4:
Teacher Will:
Introduction
Re-Introduce action verbs by demonstrating
different action words (such as sitting, crying,
typing, etc.) and the students will guess what
she is doing.
Student Will:
Guided Practice
Review some of the action verbs that the
students cut out of magazines the day before.
Add a few unique ones to the grammar wall.
Create an anchor chart with the definition of
action verb and have the students PS a
meaningful sentence using action verbs.
Guided Practice
Independent Practice
Have the students glue their action words to
the bottom of the anchor chart creating a
collage. Make sure they read their words out
so everyone knows that they are indeed an
action verb
Day 5:
Teacher Will:
Introduction
Revisit grammar concept by demonstrating
different action words (such as laughing, hiding,
sleeping, etc.) and the students will guess what
she is doing.
Introduction:
Students will try to decide what the teacher is doing by stating
the physical action verb she is performing.
Students will TPS a meaningful sentence and share with
their partner.
Independent Practice:
Students will glue their words to the anchor chart after
reading them out loud to the class.
Student Will:
Introduction:
Students will try to decide what the teacher is doing by stating
the physical action verb she is performing.
Guided Practice
Guided Practice
Review the assessment with the students.
Explain the directions and that this is an
individual test not a group test.
Independent Practice
Administer test
Students will review the test with the teacher and ask any
questions they may have.
Independent Practice:
Students will complete as much as the test as possible.
Created by: Sarah McMillen and Stacy Stout
ASSESSMENT:
Grammar test for action verbs
Observation of Notes
Collect 2 meaningful sentences (if time permits)