Teacher: Ms. Stevens
Subject Area: Language Arts
Grade Level: K-2
Lesson Title: Action ABC's: Learning Vocabulary with Verbs
Time required: 45 minutes
Common Core Standards: STANDARDS FOR THE ENGLISH LANGUAGE ARTS
4.
Students adjust their use of spoken, written, and visual language (e.g., conventions, style,
vocabulary) to communicate effectively with a variety of audiences and for different
purposes.
6.
Students apply knowledge of language structure, language conventions (e.g., spelling
and punctuation), media techniques, figurative language, and genre to create, critique,
and discuss print and non-print texts.
8.
Students use a variety of technological and information resources (e.g., libraries,
databases, computer networks, video) to gather and synthesize information and to create
and communicate knowledge.
11.
Students participate as knowledgeable, reflective, creative, and critical members of a
variety of literacy communities.
12.
Students use spoken, written, and visual language to accomplish their own purposes
(e.g., for learning, enjoyment, persuasion, and the exchange of information).
Objectives:
Students will
 Gain or review knowledge of parts of speech by defining what verbs are
 Access and expand their existing vocabulary by listing verbs for each letter of the
alphabet
 Apply their vocabulary and knowledge of parts of speech by using verbs in sentences
that they then illustrate
Materials/Resources Needed:




Computers with Internet access and printing capability
Bookmaking materials
Dictionaries and thesauri
Pencils, markers, and crayons
Schedule
Session 1:
Tell students they are going to play a game where they will act out words you say. Words may
include:

Jump

Sit

Twirl

Sing

Clap
Include: Yawn: Encourage students to further the game by contributing words of their own.
Input:




Tell students that the words that they just acted out are called verbs. Ask them if they
know what a verb is, working toward the following definition: A part of speech that
usually describes an action.
Explain that they will be creating an Action Alphabet book (a class book). Each page of
the book or books will contain a letter of the alphabet, a verb that starts with that letter,
and a sentence using that verb. Let the students know that they will be learning some new
vocabulary words that will assist them when they read and write.
Ask students to brainstorm verbs for the different letters of the alphabet. Write the words
on the board next to the corresponding letters. As it becomes obvious that some letters
have few or no verbs next to them, explain that some letters (like x, k, and z) have a
smaller number of verbs beginning with them.
Ask students if they have any questions about the assignment

While students are working, circulate among groups answering questions and providing
support as needed.
Procedure:

The students will choose a list of verbs that they want to perform

The students will find photos from the computers and print them

The students will put together their books
Model:

Illustrate the proper method of the activity by demonstrating it to the class before they
engage in the activity.
Check for Understanding:

Students will be given the Alphabet Brainstorming Worksheet. (20 minutes)
Guided Practice:

At the end of the small-group work, bring the class back together into a large group and
add the words they came up with to the list on the board.
Closure:

Have students reflect upon the lesson by sharing what they learned. Possible questions to
ask include:
o What is a verb?
o What are four different verbs you know?
o What letters were the hardest to find verbs for?
o What new words did you learn?
o What page that you created did you like the best and why?
Independent Practice:

Students are given a worksheet on action verbs for homework.

Students will also be assigned to create their own mini-verb dictionary (5 words).
Instructional Theory:
The instructional theory is Social-constructivism. This theory was designed to for the teacher to
instruct the students by demonstration. After a demonstration, the student should be able to
perform that which the teacher have displayed.
Instructional System:
The instructional system used is Bloom’s Taxonomy and this system was used because it focuses
on all three domains on the students, which are cognitive, affective and psychomotor and it
produces a holistic form of education for the students. Bloom’s Taxonomy has learning
objectives to help reach the students with their higher order thinking skills. The cognitive domain
tells what the students know, the affective domain tells how the student feels, and the
psychomotor domain tells what the student can do.
Method of Assessment
1. Group Assignment & Rubric – Students demonstrate and recognize all acts of action
verbs.
Teacher: Ms. L. Stevens
ACTION ABC’S: STUDENT ASSESSMENT RUBRIC
Student name
Overall
comprehension
Names assigned Writes verb
number of verbs sentence(s)
(understands
assignment;
correctly completes
book
or book pages)
(grammatically
correct;
uses verb correctly)
Assessment Key
3 = Exemplary 2 = Sufficient 1 = Insufficient
Illustrates verb
sentence(s)
(appropriate and
creative
illustration)