English as a Second Language Lesson Plan
Teacher:
Jessica Harper
Day/Date: Tuesday 4-3-11
Grade Level & Subject: 4-English/Language Arts
Lesson and/or Unit Title: Action Verbs-Parts of Speech
Amount of Time: 60 minutes
Common Core Standard(s):
 0401.1.1 Know and use appropriately the meaning, forms, and functions of nouns (including
singular and plural, common and proper, singular and plural possessives), verbs (including
action and linking, regular and irregular forms, correct tenses, agreement in person and
number with both simple and compound subjects), adjectives (including proper comparison
forms, articles), pronouns (including subject, object, and possessive; singular and plural;
agreement with antecedents), and adverbs (i.e., proper comparison forms, negatives).
 SPI 0401.1.2 Identify the correct use of verbs (i.e., agreement, tenses, action and linking)
within context
Language Proficiency Level: Intermediate Fluency
Student Learning Objective(s):
1. The learner will be able to identify the verb in a sentence.
2. The learner will know how to use an action verb in sentences.
Assessment For Learning:
Summative- The students will be asked to take a quiz on the internet. The purpose of this
assessment is to measure objective #1. http://www.quia.com/quiz/799985.html
Formative- The students will play a game on the computer that uses action verbs in a sentence
and/or a game where the students are asked to identify the verb in a group of 6 words. This
assessment measure objective #2.
http://www.eslgamesworld.com/members/games/ClassroomGames/Billionaire/Action%20Verbs%2
0Grammar%20Billionaire/index.html
www.sheppardsoftware.com/grammar/verbs.htm
Lesson Outcome(s):
 The learner will feel more comfortable speaking the English language.
Key/Essential Questions:
 Why do we use action verbs?
 How can you find an action verb in a sentence?
Key Vocabulary (CALP) Activity:
1. Verb-Introduce the word verb. Show them the word. Let them write the verb. Write the
definition of a verb. Show how a verb is used.
2. Action Verb- Explain the difference of an action verb. Give them examples of action verbs. Let
them see the words written and then have them write action verbs. Let them see a picture of
that word being acted out and then let them act that word out.
Materials/Items Needed:
1. KWL Chart-(Pre-assessment)
2. Action Verb Bingo boards
3. Action Verb Flash cards
4. Action Verb Picture worksheet
5. Computers
6. Paper
7. Pencils
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Hook/Engage: We will begin the lesson by talking about action verbs and what they are. We will
practice demonstrating the verbs shown on the Action Verb picture worksheet (Those will be the
action verbs the students need to know how to do to complete other activities) We will then do a
Write It, Do It, Say It activity. I will give them a verb (i.e. walk, run, sleep, etc.) They will be asked to
write the word on their paper, act the verb out, and then say the word out loud. I will show the
children the specific pictures on the worksheet that stand for every action verb. The students will
then be asked to cut out the picture from the Action Verb Picture worksheet and glue it next to the
word written on their paper.
Activities:
Activity 1- The students will divide into groups of 4. We will play a game called Know That Verb. The
first player writes any verb on a piece of paper and passes it to the second player. The 2nd player
then has to draw that verb. If the 3rd person thinks he knows what it is then he has to act it out. If
he doesn’t know then the paper will get passed on to him and he will act out the correct verb. The 4th
person then has to write that verb on the bored. The team that gets it correct the fastest gets one
point. The team that gets to ten first will win the game.
Activity 2- Everyone in the class will be assigned a partner. I will then pass out Action Verb
Flashcards. The flashcards will have pictures on the verbs from the Action
Verb Picture worksheet. Each group will test each other on the verbs until each person gets every
picture correct. We will then move on to play Action Verb Bingo. Every student will get a Bingo card
with the pictures from the flashcards on their card. I will them draw pictures from a bag and show
the students. If you have that picture on your board you have to write the word above the picture on
your board. The first student to get three in a row (any way) will win. They then have to stand up and
tell us each verb that was in their bingo and act it out.
Activity 3- The students will them be released to the computers to play a verb game where you have
to find a verb in a group of 6 words or a game that uses action verbs in sentences. (Both if time
allows).
www.sheppardsoftware.com/grammar/verbs.htm
http://www.eslgamesworld.com/members/games/ClassroomGames/Billionaire/Action%20Verbs%2
0Grammar%20Billionaire/index.html
Real-Life Connection: Verbs are everything you do. It is important to know the parts of speech and
how they are correctly used. This activity can also be used as a way to help students become more
active outside of class by participating in activities that they like to do. It can encourage them to play
outside more and become more active.
Assignment Extension: The students will be asked to take pictures of their selves doing their
favorite thing to do (i.e. jumping rope). They will then be asked to write a short paragraph explaining
what they are doing in the picture, identify the verb you are doing, and tell why you like to do that
activity.
Differentiation Notes:
Students will be able to work at their own
individual pace and choose among a variety
of activity choices to meet unique learning
styles. Modifications for special education
students with IEPs and other students with
exceptional needs will be discussed with the
mentoring teacher.
Technology Integration
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Word Processing
Power Point
Internet Resources
Graphics/Charts
Internet Research
Web 2.0 Tool(s)
Interactive whiteboard
Other:
Teacher Strategies - Best Practices
(Highlight the row you wish to select; check all that apply)
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Student choice
Modeling reading strategies
Modeling writing strategies or the writing process
Cooperative learning
Reading aloud
Independent Reading
Writing before and after reading
Implementing pre, post, or during reading activities
Teaching metacognitive strategies/reading strategies
Hands-on learning/manipulatives utilized
Small group
Higher-ordering thinking skills
Real-world connections
Criteria charts created (student-driven; supports learning by defining and clarifying a task )
Rubrics created (student-centered)
Mentor texts
Anchor charts (a reference tool that “anchors” new and ongoing learning to key concepts
previously introduced)
Research/research materials
Evidence of assessment for learning (teacher modifies instruction based on students’
understanding)
Classroom/Literacy library
Writing workshop time
Teaching grammar and mechanics in context
Conferencing
Other (please explain)
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