Language Arts/Reading
2nd Grade
Introducing Verbs!
1
Introducing Verbs!
Introducing Verbs!
2
Objective:
Students will learn the importance of the verbs and in general, the words they
choose in their writing and the significance of their placement, by creating their
own version of the activity “Mad-Libs.” This activity will give the students
further ability to enhance their reading skills by evaluating the text that they first
read, understanding the significance that verbs play in literature, and developing
an entirely new text on their own. (BLOOM LEVEL: REMEMBER,
CREATE & EVALUATE)
Materials
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Smart Board
-
3 stories
Standards:
Procedure:
1.
2.
3.
4.
5.
Students will be separated into 3 groups, of which are determined
upon reading level. Each group will be given a short reading or story
that is different from the other groups.
When each group completes their reading, students will then come
back together as a class and will briefly discuss what their story was
about. (BLOOM LEVEL: REMEMBER/UNDERSTAND &
EVALUATE)
Teacher will introduce the concept of a verb to the class and explain
exactly what it does in literature.
Once this is completed, students will then go back to their group and
each group will be called up to the Smart Board. The Teacher will
then instruct each student one by one to look at the new verbs, and
drag and drop each verb to any numbered box they wish (refer to page
4 of this plan.) Once these new verbs are completed students will then
drag and drop the new verb in the box, to its space in the story, which
is numbered correspondingly (refer to page 5 and 6 of this plan.)
(BLOOM LEVEL: EVALUATE & APPLY)
Like the activity “Mad Libs”, the group will then sit back down and
analyze the new story they have created with the new verbs in place of
the original. (BLOOM LEVEL: ANALYZE)
Assessment:
To assess the students, the teacher
will preform and short exercise,
following the lesson, on the smart
board. A short story will be placed on
the screen and students will one by
one be asked to come up to the smart
board and underline where they can
identify the verbs in the text.
Through this, students will have
successfully learned what a Verb is,
how it is applied in writing, and the
significance that the proper placement
of verbs have in writing. Students will
also develop stronger reading skills
through this knowledge, but will also
have a fun time in this lesson through
the “Mad-Libs” styled activity.
Adaptations
The three groups will be separated based on reading level and skill level. Child
#1 will be placed in “Group 1” which will be the group of students with the
highest skill and reading level. Child #2 will be placed in “Group 3” which will
be the group of the lowest level with myself paying extra attention to this
group. Child #3 will be placed in “Group 2” along with child #4 and #5. Child
#6-7 will be placed in groups according to reading level, which is unknown
due their weaknesses being in math. Child #8 will most likely be placed in
either Group 1 or 2, depending on reading ability. Melody, will be placed in
the highest reading group based on her intelligence, and will contribute to the
lesson by giving verbal instructions to the teacher or a volunteer student, who
will use the smart board and underline/drag and drop for her. If resources are
available, she may also complete the activity on an iPad.
Introducing Verbs!
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A rabbit hops up to you and says, “I think something bad is in my cave. Please help me.”
“Who is in here?” you yell into the cave.
You hear, “It’s me! I am strong and can crush rabbits and bears into dust!”
“Scary!” says the rabbit.
A lion comes by and shouts into the cave, “Who is in here?”
“It’s me! I can crush lions and tigers into dust!”
“I am out of here, says the lion. “That thing can crush me!”
Then a little spider shouts into the cave, “I am very, very, strong! I can crush all things to dust!”
A little mouse runs out of the cave.
“You are only a tiny mouse!” yells the rabbit. “You tricked us and the spider tricked you.”
“You don’t need to be big to be scary or smart!” you say.
Introducing Verbs!
4
Laugh Skip Jump Sing Fly Eat Hug Catch Swim Dance Cook Buy
Kick
1
2
3
4
5
6
7
8
9
10
11
12
13
Introducing Verbs!
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A rabbit
1
up to you and says, “I think something bad is in my cave. Please 2
“Who is in here?” you
3
me.”
into the cave.
You hear, “It’s me! I am strong and can
4
rabbits and bears into dust!”
“Scary!” says the rabbit.
A lion comes by and
“It’s me! I can
6
5
into the cave, “Who is in here?”
lions and tigers into dust!”
“I am out of here, says the lion. “That thing can
Then a little spider
Introducing Verbs!
8
7
me!”
into the cave, “I am very, very, strong! I can
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all things to dust!”
6
A little mouse
10
out of the cave.
“You are only a tiny mouse!”
11
the rabbit. “You
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us and the spider
13
you.”
“You don’t need to be big to be scary or smart!” you say.
Includes all Parts of the Lesson
Plan
Demonstrates Usage of Bloom's
Taxonomy
Written in an Active Voice & is
Student Focused
Modifications Include
Technology
5
Reference to all 5 parts are
present
Bloom's Taxonomy is clearly
demonstrated
Lesson Plan is completely
written in an active voice
Lesson Plan is completely
student focused
Modifications include
technology where possible
3
Reference to some parts are
present
1
Reference to no parts are
present
Bloom's Taxonomy is partially
demonstrated
Bloom's Taxonomy is not
demonstrated
Lesson Plan is partially written
in an active voice
Lesson Plan is not written in an
active voice
Lesson Plan is partially student
focused
Modifications include some
technology
Lesson Plan is not student
focused
Modifications do not include
technology
21/25
Good ideas. Needs to be more explicit.
Introducing Verbs!
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