Teacher:
Mr. McCalley
Room #:
w206
Lesson # in unit:
Topic: Grammar Review
Lesson Objective and Assessment of the objective
By the end of the workshop, student will be able to:


Describe the eight different parts of speech: noun, pronoun, verb, adverb, adjective, interjection, conjunction, and
preposition
Give examples of each part of speech
Supporting Diverse Learners
Students will have the opportunity to learn kinesthetically to support their need for movement and will be accessing prior knowledge in
regards to grammar.
Method(s) for Instruction
Class/Group Discussion
Cooperative Learning
Small Group
Guided Practice
Lab
Lecture or Direct Instruction
Question/Answer
Learning Stations
Readers/Writers Workshop
Teacher Modeling/Demo.
Journal writing
Role Play
Hands-on
Inquiry Learning
Game
Simulation/Role Playing
Independent Learning
Other
Use of Materials
Teacher’s Manual pg #
Student Text pg #
Picture Books
Handouts:
Manipulative: Post It notes
Related Equipment:
Other:
Adapted materials
Use of Technology
Cell Phone
PollEverywhere.co
CPS Clickers
Elmo Document Camera
Software
Student Computers
Video Clips/DVD
Website
Web 2.0 tool
Other:
Strategies/Activities Selected:


Gallery Walk/ Post It activity
Grammar Race
Lesson Agenda
Warm up: How will you support students in accessing prior knowledge, personal, real world and/or cultural connections?
For the warm up activity, students will take their seats and read the overhead which states: “There are 8
Post-It notes on your desk. Write ONE word per Post-It from the following list: foot, jump, soft, quickly, to,
and, wow, her. When finished sit quietly and wait for further instruction.” The post it notes will already be
on the students desks when they enter the classroom to prevent wasting time. Once they are finished writing
these words I will direct their attention to the 8 pieces of paper on the walls throughout the room. Each
paper will have a part of speech written on it, i.e. noun, pronoun, verb, etc. The students will then have one
minute to place their post-it notes on the appropriate part of speech. This is an effective way to gauge their
prior knowledge and customize the focus of parts of speech for the class.
Transitioning and Stating Objectives: “Today we will be reviewing the pats of speech for your upcoming final.
There are 8 parts of speech: noun, pronoun, verb, adverb, adjective, conjunction, interjection, and preposition. By
the end of class you should be able to describe the 8 parts of speech, and give examples of words that apply to
them.”
Transition to Instruction: What support strategies will you use to scaffold students learning so they meet or exceed targeted?
Using the warm-up as a pre-assessment, we will then discuss which words fit into the different parts of
speech. If there are wrong answers we will discuss how to correct it and move on to the instruction. The
instruction period will be a basic review of each part of speech with definitions and examples. This is where
my instruction ended and I took over Ms. Lomax’s Romeo and Juliet examples of parts of speech to segway
into the reading of the play.
Transition Guided Practice:
Students will get into their scrapbooking groups and be handed a sheet of computer paper. They will fold
this into a piece of paper with 8 sections (hotdog style, 2 hamburger folds). Working as a group the students
will write down the eight parts of speech from memory in each section. I will have words on the board that
they will put into the correct section. Each part of speech will have 3 examples that must be correctly
categorized in order for the group to win. The words are: finger, it, shoelace, walk, on, blue, softly, or, ouch,
she, quickly, hair, talked, hard, very, wow, but, and, smooth, is, them, around, beneath, hey. Each group
must complete the race even if they do not finish first.
Transition to Independent Practice and Conferencing:
After the game, the students will be assessed individually on their knowledge of the parts of speech. On a
piece of paper they will copy the following sentence: “Wow, the fireman ran quickly toward the blazing fire
to help them, and he saved their lives.” They will then label each of the eight parts of speech used in this
sentence.
Transition to Wrap up/Closing: How will you engage students in self-assessment and/or reflection on key concepts?
At the bottom of the paper used in independent practice the students will answer the following question as
an exit slip: Which part of speech are you struggling with the most? The students responses would help me
in future lessons cover the troublesome parts of speech and can help Ms. Lomax in future lessons.
Daily Assessment How do you know your
students met your lesson objective(s) and to what
extent?
knowledge
comprehension
application
analysis
synthesis
evaluation
Formative:
Class discussion
CPS clickers
Email teacher
Entrance/Exit slip
Teacher Observe
Listened to conversations
Quiz
Thumbs up, neutral, or down
Homework check
Video quiz
Voting
Whiteboard Check
Other
Summative:
Test
Project
Report
Presentation
Final Exam
Other
Additional Teacher Preparation:
Copy: Locate: Notes on Parts of speech, sticky notes,
Reflection: Due to assessment scores at the beginning of the semester, it was clear that the students needed review on the
parts of speech. In this lesson I was only able to do the warm up activity I created and an activity relating the parts of speech
to the play Romeo and Juliet. My co-op teacher was behind and had to catch the students up in the play because next week
was their assessment. My warm-up activity went very well in my first class and everyone identified the proper parts of
speech. This made is easy reviewing the definitions of the parts of speech and applying them to the Romeo and Juliet activity.
The next class however did not know many of the terms and it took longer to explain the parts of speech to them. They also
did not work independently in posting the sticky notes and I had to stop multiple off task conversations. If I were to do
another activity like this one with my second class I would have them do the gallery walk by rows so that the process would
be quicker and more efficient. Also, Prof. Mitchell made a good point on the cost of sticky notes throughout an entire day
teaching 7 periods. It would get costly to use that many so it might be a better option to have the students uses scraps of
paper.