Title of Lesson
Curriculum Area
Developed By
Make Your Grammar Connection?
Language Arts: Parts of Speech
Sharon Moore
Grade Level
Time Frame
Grade 3-4
Four weeks unit
Identify Desired Results (Stage 1)
Established Goals
The following standards are applicable to the Georgia Performance Standards implemented as of the 2004-05 school year.
ELA3C1 The student demonstrates understanding and control of the rules of
the English language, realizing that usage involves the appropriate application
of conventions and grammar in both written and spoken formats. The student
a. Correctly identifies and uses subject/verb agreement and adjectives.
b. Identifies and uses nouns (singular, plural, possessive) correctly.
c. Identifies and uses contractions correctly.
d. Identifies and uses personal and possessive pronouns.
e. Speaks and writes in complete and coherent sentences.
f. Identifies and uses increasingly complex sentence structure.
g. Distinguishes between complete and incomplete sentences.
h. Demonstrates knowledge of when to use formal or informal language
exchanges (e.g., slang, colloquialisms, idioms).
i. When appropriate, determines the meaning of a word based on how it is used
in an orally presented sentence.
j. Uses resources (encyclopedias, Internet, books) to research and share information
about a topic.
k. Uses the dictionary and thesaurus to support word choices.
l. Uses common rules of spelling and corrects words using dictionaries and other
resources.
m. Uses appropriate capitalization and punctuation (end marks, commas, apostrophes,
quotation marks).
n. Writes legibly in cursive, leaving space between letters in a word and between
words in a sentence.
Big Ideas/Understandings
Enduring Understandings
Students will understand that …
 The effective writer adheres to principles of grammar when writing to
be understood.
 Using correct grammar in both written and oral formats will help to
increase understanding.
Essential Questions
Overarching
1. What are parts of speech?
2. How does using parts of speech
affect me in my daily life?
3. How can I use the knowledge I
have about parts of speech and
Topical
1. What is a verb and what does it
do?
2. How do I know when the verb
and subject agree?
3. How do I use verbs and subjects



Successful writers use parts of speech correctly in effective
sentences.
There are rules controlling both written and oral expression of the
English language.
Using good grammar ultimately contributes to the level of
understanding of things you must communicate to others.
Related Misconceptions
Misconceptions:
 Knowing the definition of a particular part of speech is enough to
make you a good writer and speaker.
 Grammar improves writing.
 A rule is a rule. Rules are not made to be broken.
 Only adjectives describe.
Knowledge
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
Students will know…
How to identify a noun, verb, and adjective.
How to revise sentences and writing as it relates to parts of speech.
How to use nouns, verbs, and adjectives correctly.
How to create sentences in which the subject and verb agree.
What the rules are for using parts of speech correctly.
How to tell when parts of speech have been used correctly.
Why writers use stages of writing.
What stage of writing is best for addressing writing related to parts of
speech.
How to identify and use pronoun types correctly.
Correct vocabulary terminology and definitions when speaking about
parts of speech.
good grammar?
4. What support do I have that
helps me to know when I am using
grammar correctly?
5. How can parts of speech be
combined with phrases or tenses
for effective written and spoken
sentences?
6. What principles of grammar do
effective writers use?
7. How does a person apply the
rules of English in written and
spoken format?
8. Why is control of the rules of
English language important in both
written and oral language?
Skills










together effectively?
4. What is a noun and what does it
do? What is its job?
5. How do you know when a noun
is singular, plural, or possessive?
6. How do I identify singular,
plural, or possessive nouns?
7. Do all plural nouns require an
“s?”
8. What are the rules of English for
forming a singular or plural
possessive noun?
9. How do you know when you are
using nouns correctly?
10. What is an adjective and what
does it modify?
11. What questions does an
adjective answer? (which one, what
kind, and how many)
12. How do you know when you
are using adjectives correctly?
13. What are personal and
possessive pronouns, and how do I
use them?
14. Why do writers use personal
and possessive pronouns?
15. Are apostrophes ever used in
pronouns?
Students will be able to…
Identify the parts of speech covered in this unit plan.
Define what a noun, verb, adjective, and pronoun are.
Identify kinds of nouns and their uses.
Identify kinds of verbs and their uses.
Identify kinds of pronouns and their uses.
Read sentences and identify nouns, verbs, adjectives, and
pronouns.
Revise a written piece for correct usage of parts of speech.
Create a written piece using parts of speech correctly.
Revise their own written piece during the revision stage of the
writing process.
Effectively use the rules of grammar when speaking and writing.
Assessment Evidence (Stage 2) Performance Task Description
Performance Task 1:
The students will create a portfolio by going through several stations and collecting evidence of understanding at each station. The
students will rotate daily. A schedule of activities is included. The students will begin with a parts of speech pretest. Their portfolio
will include activities, a Self Assessment after each module, a quiz at the midway point of the unit, online practice, and a final test. All
of this information must be put in one folder with an attached checklist.
Facets 1, 2, and 3
Goal
Role
Audience
Situation
Product/Performance
Standards
Each employee of the text book company must determine and increase their level of knowledge and understanding of how best
to use the parts of speech correctly. They must create a format for students to demonstrate understanding of the proposed
concepts.
Their role is to be proactive in enhancing their knowledge and use of the parts of speech in the English language. You are a
text book task master that creates learning modules for teaching educational concepts.
The work will be done for your boss, students, parents, and teachers.
The challenge is to be able to identify, apply, revise, and create a product that reflects the correct understanding and usage of
the parts of speech in English. You must be able to present your findings to the boss at your scheduled conference.
Present a sample portfolio that represents what the students would be expected to do.
Demonstrate sufficient knowledge and understanding of the ELA3C1 Georgia Performance Standards. You will be judged by
your boss and two supervisors using a rubric provided at the beginning of the assignment.
Other Evidence: Class participation and small group discussions, quizzes, tests, and an informational essay.
Self Assessment Checklist Modules: Module 1, Module 2, Module 3, and Module 4
Performance Task 2:
Create a simple parts of speech game for third grade students.
Facets 4, 5, and 6.
Goal
Role
Audience
Situation
Product/Performance
Standards
The inventor will create a game that allows its players to review their knowledge of the parts of speech.
Your role is that of inventor.
You have been asked by your employer to create a fascinating new game to present to the consumers.
You are new to the company and sales have been decreasing in the educational games department. The company is in the
red and needs a big hit to boost total company sales.
You will produce a game for the department to review prior to production. The sales meeting is at the end of the month.
Each member of the team will complete a review of your product. A rubric will be used by the assessors.
Other Evidence: Demonstration of the game.
Rubric is provided.
Learning Plan (Stage 3)
Where are your students headed? Where have they
been? How will you make sure the students know
where they are going?
How will you hook students at beginning of lesson?
What events will help students experience and
Explain that there are eight parts of speech and we are going to address 4 of them in the unit.
The students will play a scavenger hunt game.
The students will complete a discussion using think, pair, share.
Students will take the pretest on parts of speech.
explore the big idea and questions in the unit? How
will you equip them with needed skills and knowledge?
How will you cause students to reflect and rethink?
How will you guide them in rehearsing, revising, and
refining their work?
How will you help students to exhibit and selfevaluate their growing skills, knowledge, and
understanding throughout the lesson?
How will you tailor and otherwise personalize the
learning plan to optimize the engagement and
effectiveness of ALL students, without compromising
the goals of the unit?
How will you organize and sequence the learning
activities to optimize the engagement and achievement
of ALL students?
MATERIALS
Students will complete a dictionary find activity.
Students will complete a word cube activity within a group.
Students will complete nouns, adjectives, and verbs ad libs. They will complete review sheets
with ad libs. (Herbek)
Students will complete a sorting activity. A sorting worksheet will follow. (Jacobson, 2002)
Students will complete a Wall of Words game. They will complete Lights, Camera, Action game.
Students will complete The Three Microscopic Pigs activity and Clued In activity. (Martin, 2006)
Students will watch a nouns and verbs PowerPoint presentation and then play 20 Questions.
Students will watch pronouns and adjectives PowerPoint presentations and then play 20
questions.
Students will write an essay that clarifies what they learned about parts of speech.
Students will create and present their games.
Students will participate in a game day playing the games from the previous day.
Students will participate in a rotating reading day. Students will be expected to discuss the
book within their group after reading it. They will rotate once each day, for two days.
Students will compete in a team Jeopardy review game. All questions are related to parts of
speech.
Students will take a test to assess what they learned about parts of speech.
Students will complete review activities related to hands on activities. They will also take a quiz
midway the unit and write creatively about the lesson topic. All of the activities will include
scaffolded support from the teacher.
Students will do a self-assessment of progress and understanding about the topic. Students will
create and present a game that reviews the parts of speech.
Flexible grouping will be used along with different presentations of information. Some of the
activities are written and some require bodily kinesthetics. All instructions will be written and
given orally.
I have designed the lesson assessments and activities using the six facets of understanding.
Students will explain their understanding of parts of speech through writing; interpret how to
use them together with the word cube activity; and apply their knowledge through sorting and
completing ad libs. They will then critique the place of parts of speech in written and oral use
through an informational piece. Finally, they will demonstrate empathy and self knowledge
through the creation of a user friendly game related to parts of speech.
Dictionaries, word cube templates, chart paper, ad lib and sorting sheets; PowerPoint lesson on
nouns, verbs, adjectives, and pronouns; Wall of Words mat, computerized 20 Questions and
Jeopardy games, computer time, and video camera.
Lesson Modules
Week 1- Module 1
Prep work- Pretest and written statement on what is a noun, verb, adjective, and pronoun. Written statement must include examples
Day 1- Dictionary definitions
Day 2- Parts of speech scavenger hunt
Day 2- Think, pair, share on parts of speech
Day 3- Parts of speech word cubes
Day 4- Parts of speech ad libs (complete worksheet after practice)-refer to attached PDF
Day 5- Parts of speech sorting- refer to PDF for activity (complete worksheet after sorting)
Week 2- Module 2
Day 6- Wall of Words; and Lights, Camera, Action activity- refer to attached PDF
Day 7- The Three Microscopic Pigs and Clued In activity- refer to attached PDF
Day 8- PowerPoint lessons on nouns and verbs/ play game afterwards (sheet)
Day 9- PowerPoint lessons on adjectives and pronouns/ play game afterwards (sheet)
Day 10 - Grammar Blast for review quiz/ Alternate paper quiz
Week 3- Module 3
Day 11- Essay using parts of speech correctly and explaining parts of speech as well. Refer to rubric for details. Support will be scaffolded.
Day 12-13 Make a game (rubric)
Day 14- Parts of speech game presentation (rubric)
Day 15- Parts of speech game day
Week 4- Module 4
Day 16- Parts of speech reading day in small groups
A. Hairy, Scary, Ordinary: What is an adjective?
B. To Root, To Toot, To Parachute: What Is a Verb?
Day 17- Parts of speech reading day continued…
A. I and You and Don’t Forget Who: What is a Pronoun?
Students will create a list on chart paper of the pronouns used. On the other side of the chart they will list the noun that the pronoun replaces. They will
need to write a brief reflection on how what they learned affects them in real life.
B. A Mink, a Fink, a Skating Rink: What is a noun?
Students will make an ongoing list of nouns used in the story. They will discuss what the words have in common and how best to use that information.
Day 18- Parts of Speech Jeopardy / sheet
Day 19- Posttest on parts of speech
Student Self Assessment Checklist
Module 1
Facet 6
Day
Assignment
Student Rating
1
Dictionary
Definitions turned
in for review
Scavenger Hunt
Complete
Not Complete
In Progress
Complete
Not complete
Complete
Not Complete
In Progress
Complete
Not Complete
In Progress
2
3
4
5
Word cube
sentences turned
in for review
Parts of Speech
Ad Libs
Parts of Speech
Sorting
Teacher
Signature and
comments
Complete
Not Complete
In Progress
How do you feel about nouns, verbs, adjectives, and pronouns? Choose one of the following three options.
( ) I understand them and am good at them
( ) I understand but my skills still need improvement
( ) I still do not understand ________________
Please enter comments below about what you learned in this module. (3 Sentences minimum)
Student Self Assessment Checklist
Module 2
Day
1
2
Assignment
A. Wall of Words
B. Lights,
Camera,
Action
A. The Three
Microscopic
Pigs
B. Clued In
3
Nouns and Verbs
PowerPoint
4
Adjectives and
Pronouns PowerPoint
5
Grammar Blast
(Record Scores)
Student Rating
Teacher
Signature
and
comments
Complete Not Complete In Progress
Complete Not Complete In Progress
Complete Not Complete In Progress
Complete Not Complete In Progress
Complete
Not Complete
In Progress
Complete
Not Complete
In Progress
Complete
Not Complete
In Progress
How do you feel about nouns, verbs, adjectives, and pronouns? Choose one of the following three options.
( ) I understand them and am good at them
( ) I understand but my skills still need improvement
( ) I still do not understand ________________
Please enter comments below about what you learned in this module. (3 Sentences minimum)
Student Self Assessment Checklist
Module 3
Day
1
Assignment
Essay
2-3
Make a Game
4
Game
Presentation
Game Day
5
Student Rating
Teacher
Signature
and
comments
Complete
Not Complete
In Progress
Complete
Not Complete
In Progress
Complete
Not Complete
Complete
Not Complete
How do you feel about nouns, verbs, adjectives, and pronouns? Choose one of the following three options.
( ) I understand them and am good at them
( ) I understand but my skills still need improvement
( ) I still do not understand ________________
Please enter comments below about what you learned in this module. (3 Sentences minimum)
Student Self Assessment Checklist
Module 4
Day
1
2
3
4
Assignment
Small Group
Reading Day
Small Group
Reading Day
Jeopardy Review
Game
Posttest
Student Rating
Teacher
Signature
and
comments
Complete
Not Complete
Complete
Not Complete
Complete
Not Complete
Complete
Not Complete
How do you feel about nouns, verbs, adjectives, and pronouns? Choose one of the following three options.
( ) I understand them and am good at them
( ) I understand but my skills still need improvement
( ) I still do not understand ________________
Please enter comments below about what you learned in this module. (3 Sentences minimum)
Parts of Speech Test facet 3
Circle all the nouns in the following sentences.
1. The announcer said that the bus for Minneapolis would leave in thirty minutes.
2. Dr. Cooper was in college with my father.
3. John wanted to change the ribbon on his typewriter, but the ribbon would not cooperate.
4. There was a scream of skidding tires and then a metallic thud, followed by the sound of splintered glass.
5. Bob and his brother crossed the continent in their old car last summer.
Underline the verbs in the following sentences twice.
6. The band uniforms finally arrived just before Christmas.
7. The trainer stepped into the cage of the wounded lion.
8. The sophomore class has a very good attendance record.
9. Jack walked unsteadily to the stage and swallowed hard.
10.The author tells of his childhood in a Wyoming ranch.
Underline the pronouns once. Put an x over the noun that the pronoun replaces.
11.The doctor told the boys that they could use his boat.
12.Bob, your father wants you to call him.
13.Helen and Karen finished the test first; they found it easy.
14.The long run brought the crowd to its feet.
15.Jane has her own ideas, but her family does not agree with the decision.
Underline the adjectives and identify the word it modifies.
16.The old house had been empty for several years.
17.The second team played during the last quarter.
18.The new coach seems pleasant and competent.
19.The old elephant was suffering from a bad toothache.
20.A magnetic field surrounds the entire earth.
Name ____________________
Period ___________
Parts of Speech Quiz facet 3
Circle each of the following parts of speech in each sentence.
A. Find the NOUN(s) in each sentence.
1. Please put these new books in the bookcase over there.
2. A computer can store and retrieve information.
3. Does Tim live in a house or in an apartment?
4. Ms. Enriquez believes wealth cannot buy happiness.
B. Find the VERB in each sentence, and underline it twice.
1. Joey ran to the store.
2. The boxer is strong.
3. The teacher helped the student with her homework.
4. Thick clouds cover the planet Venus.
C. Find the PRONOUN in each sentence, and put a box around it.
1. A spotted coat helps the leopard hide from its prey.
2. Snow covered the ballpark earlier, but it melted.
3. Ken came by and picked up his basketball before supper.
4. Many artists built their studios in old warehouses.
D. Find the ADJECTIVE(s) in each sentence. Put an x on it, and draw an arrow to the word it modifies.
1. The huge crowd appeared excited and restless.
2. Two old prospectors and a weary mule trudged across the desert.
3. The loyal fans cheered their team in the game.
4. Our European guests were weary after the long trip.
Making A Game : Nouns Game (facets 1-6)
Teacher Name: Mrs. Moore
Student Name:
________________________________________
CATEGORY 4 (Accomplished)
Rules
3 (Developing)
Rules were written clearly Rules were written, but one
enough that all could easily part of the game needed
participate.
slightly more explanation.
Game Pieces All game pieces are
included, are well made,
and there are enough
pieces for the game to be
played by at least two
players.
1 (Needs Improvement)
Rules were written, but people
had some difficulty figuring out
the game.
The rules were not written.
All games pieces are
Some pieces are missing or
included; most are well made, poorly made, but the game can
and there are enough pieces still be played.
for at least two players.
Accuracy of All information provided for Most of the information
the game is correct and
provided for the game is
Content
written down.
2 (Beginning)
correct and written down.
Most of the pieces are missing
and the game cannot be
played.
Some of the information provided Minimal correct information is
for the game is correct, but not
given and may or may not be
written down.
written down.
Skill Defined The game clearly focuses Most of the game focuses on Some of the game focuses on the The game is very random and
on the part of speech from the part of speech from the
part of speech from the lesson.
the lesson.
lesson; a few questions do not
relate to parts of speech.
Creativity
The game creator put a lot
of thought into making the
game interesting and fun
to play as shown by
creative questions, game
pieces and/or game board.
Development The game demonstrates
thoughtful use and depth
of knowledge about parts
of speech.
the same skill is not covered
for the whole game.
The game creator put some
thought into making the game
interesting and fun to play by
using textures, fancy writing,
and/or interesting characters.
The game creator tried to make
Little thought was put into
the game interesting and fun, but making the game interesting
some of the things made it harder or fun.
to understand/enjoy the game.
The game demonstrates
some thoughtfulness and
depth of knowledge about
parts of speech.
Little thought was given to the
organization or knowledge
needed about parts of speech.
Game creation appears
random with no overall
design.
Oral Presentation Rubric : Game Presentation (facets 1-6)
Teacher Name: Mrs. Moore
Student Name:
________________________________________
4
3
2
1
Enthusiasm
Facial expressions and body
language generate a strong
interest and enthusiasm about
the game.
Facial expressions and body
language sometimes generate
a strong interest and
enthusiasm about the game.
Facial expressions and body
language are used to try to
generate enthusiasm, but seem
somewhat faked.
Very little use of facial expressions or
body language. Did not generate
much interest in the game.
Preparedness
Student is completely prepared Student seems pretty
and has obviously rehearsed.
prepared but might have
needed a couple more
rehearsals.
The student is somewhat
prepared, but it is clear that
rehearsal was lacking.
Student does not seem at all prepared
to present.
Speaks Clearly
Speaks clearly and distinctly all Speaks clearly and distinctly
(100-95%) the time, and
all (100-95%) the time, but
mispronounces no words.
mispronounces one to 5
words.
Speaks clearly and distinctly
most ( 94-85%) of the time.
Mispronounces more than five
but less than ten words.
Often mumbles or can not be
understood OR mispronounces more
than ten words.
Vocabulary
Uses vocabulary appropriate for
the audience. Extends
audience vocabulary by
defining words that might be
new to most of the audience.
Uses vocabulary appropriate for Uses several (5 or more) words or
the audience. Does not include
phrases that are not understood by
any vocabulary that might be new the audience.
to the audience.
Content
Shows a full understanding of
Shows a good understanding
the part of speech related to the of the part of speech related
game.
to the game.
Shows some understanding of
part of speech related to the
game.
Comprehension
Student is able to accurately
answer almost all questions
posed by classmates about the
game.
Student is able to accurately
answer most questions posed
by classmates about the
game.
Student is able to accurately
Student is unable to accurately
answer a few questions posed by answer questions posed by
classmates about the game, but classmates about the game.
needs the teacher's support.
Time-Limit
Presentation is 5-6 minutes
long.
Presentation is 4 minutes
long.
Presentation is 3 minutes long.
CATEGORY
Uses vocabulary appropriate
for the audience. Includes 1-2
words that might be new to
most of the audience, but
does not define them.
Listens to Other Listens intently. Does not make Listens intently but has one
distracting noises or
distracting noise or
Presentations
movements.
movement.
Does not seem to understand the part
of speech very well that is related to
the game.
Presentation is less than 3 minutes
OR more than 6 minutes.
Sometimes does not appear to
Sometimes does not appear to be
be listening but is not distracting. listening and has distracting noises or
movements.
Writing Rubric (facets 1, 2, 4, and 6)
Tasks
3 Points
2 Points
1 Point
Title
Product has an
appropriate title
Product has no title
Ideas and
Content
States main idea and
three supporting
details.
Product has a title,
but does not match
the topic
States the main idea
and two supporting
details.
Organization
Uses logical order.
Beginning, middle and
end.
Readable, uses
describing words.
Uses the incorrect
order.
Uses no order.
Hard to read, few
describing words.
Not readable.
Product has no more
than 3 errors.
Most capitalization
and punctuation is
correct, but has 4-5
errors.
Some or no
punctuation or
capitalization is
correct, and has more
than 6 or more errors.
Style
Capitalization,
punctuation,
and usage
States main idea and
one supporting detail.
Student Essay Requirements
1. You must include a title that expresses the main idea of your writing.
2. You must include your main idea in the first or last sentence. You can put it in both places.
3. You need to include as many supporting details as necessary to support your main idea.
A. Include an explanation of definition of parts of speech.
B. Explain your understanding of the benefit of correctly using parts of speech.
C. Include how knowing and understanding parts of speech helps you with written and oral expression.
D. Apply your knowledge of the parts of speech in this informational piece.
E. Include why you believe people find it difficult to use parts of speech in a meaningful way.
F. Explain your comfort level in using the four different parts of speech in our unit.
G. Discuss any discoveries you may have made during the completion of the weekly modules.
4. The information should be presented in an understandable and logical way.
5. Your information should be legible and easy to read.
6. Please attend to conventions. Pay close attention to spelling, grammar usage, and correct use of punctuation.
Portfolio Checklist
(The assessments in this portfolio cover all 6 facets)
Note on facets: The students would be required to explain their understanding of the big ideas through oral and written form; interpret
how their understanding affects their oral and written presentations through participation and completion of activities; apply their
knowledge and understanding in the creation of a game; apply, interpret, explain, and demonstrate their knowledge through a presentation
of their game; and demonstrate empathy during both the creation and presentation of their final product.
These are the items you must hand in on our last day of our unit. Put them all together in a three prong folder. (You will be issued a folder at the
beginning of the unit. Please check off the materials you have enclosed. (If you don’t have them, please write a note next to the item—“Not here” or “Not
here because that was the day a grizzly bear terrorized the school.”) Include this page with your portfolio. The assignments are divided into weeks. Each
week’s assignments are worth a total of 25 points except for week 3. Week three is worth a total of 75 points. You are trying to get a total of 150 points
for all four weeks.
A.) In your folder include:
 Week One Evidence of Understanding (25 Points)
o Dictionary definitions (5 points) facet 1
o Parts of speech scavenger hunt information (5 Points) facets 1-3
o Parts of speech word cube sentences (5 Points) facets 2 and 3
o Ad Libs pages for nouns, verbs, and adjectives (5 Points) facets 2 & 3 (see attached PDF file)
o Parts of speech sorting worksheet (5 Points) facets 2 & 3
o Self Evaluation -facet 6
 Week Two Evidence of Understanding (25 Points)- Please note that “game” and “sheet” have different links
o
o
o
o
o
o
Wall of Words activity sheet (5 Points) facets 1-3 (see attached PDF file)
Lights, Camera, Action activity sheet (5 Points) facets 1-3 (see attached PDF file)
Game sheet after PowerPoints on Nouns and Verbs (5 Points) facets 3-4
Game sheet after PowerPoints on Adjectives and Pronouns (5 Points) facets 3-4
Grammar Blast Grades (5 Points) facet 3 and 6
Self Evaluation- facet 6
 Week Three Evidence of Understanding (74Points) (1 bonus point for all three)
o
o
o
o
Essay (18 Points) facets 2, 5, and 6
Completed Game Form Rubric (24 Points) facets 1-6
Completed Game Presentation Rubric (32 Points) facets 1-6
Self Evaluation- facet 6
 Week Four Evidence of Understanding (25 Points)
o
o
o
o
o
Small Group Reading Sheet for Adjectives (5 Points) facets 2-3
Small Group Reading Sheet for Verbs(5 Points) facets 2-3
Small Group Reading Sheet for Pronouns (5 Points) facets 2-3
Small Group Reading Sheet for Nouns (5 Points) facets 2-3
Completed Jeopardy Score Sheet (5 Points) facet 3
Modifications
Week 1
1. Modified Scavenger Hunt
2. Word Cube assignment is already done in small groups. Special needs students would only
be required to write 3 sentences. Accelerated students could be encouraged to write longer
sentences that are scored based upon the number of words written.
3. Ad Libs would be done in small groups for students that need more assistance. Accelerated
students could create their own Ad Libs that would include the use of parts of speech. This is
an alternative site for creating Ad Libs.
Week 2
1. Jeopardy games could be played with four instead of two players. Accelerated students could
create their own parts of speech jeopardy game. (see attached template)
A. Rubric for game
Week 3
1. The essay for struggling students will be graded based upon the first alternative rubric.
2. Students are given the freedom to use their creativity for the games. Struggling students will
be given the opportunity to practice their presentation with another student before presenting to
the class.
Week 4
1. Small group reading is based upon ability grouping by STAR reading levels. Heterogeneous
grouping is an option if the first day of rotations warrants that change.
2. Each book will have different things for the students to do. All lessons have an extension that
accelerated kids can do.
Citations
Whitley, Joanne, & Campbell, Connie (2004). Instructional PowerPoints. Retrieved July 16, 2008, from Lexington School District 1 Web
site: www.lexington1.net/Technology/instruct/ppts/LAppts/35/adjectives.ppt
Schools, Jefferson County (n.d.). PowerPoint Collection. Retrieved July 16, 2008, from Jefferson County Schools Web site: http://jcschools.net/ppt.html
LA, Project (2002, January ). PowerPoint Resources. Retrieved July 16, 2008, from Jefferson County Schools Web site: http://classroom.jcschools.net/la/activities/pptresources.html
Leonard, Kara (2005 ). Mini T's Technology Treats. Retrieved July 16, 2008, from Murray County Schools Technology Dept.: Kara's
Instructional Technology Site Web site:
http://www.murray.k12.ga.us/teacher/kara%20leonard/Resources%20for%20Teachersnew.htm
Calvert, Latisha (2007, Nov 27 ). Mrs. Calvert's Lessons. Retrieved July 16, 2008, from Mrs. Calvert's Connection Web site:
http://homepages.ius.edu/LDCALVER/lessons/index.htm
Kimbell-Lopez, Kimberly (2006, September ). Kimberly Kimbell-Lopez Home Page. Retrieved July 16, 2008, from Louisiana Tech
University: College of Education Web site: http://www.education.latech.edu/~kklopez/
Tiedt, Pamela L., Tiedt, Iris M., & Tiedt, Sidney W. (2001). Language Arts Activities for the Classroom. Needham Heights, MA: Allyn &
Bacon.
Jacobson, Jennifer (2002). Easy Grammar Lessons for the Overhead. New York, New York: Scholastic Professional Books.
Herbek, Stephanie Grammar Ad Libs. Vernon Hills, IL: Learning Resources, Inc..
Martin, Justin M. (2006). Funny Fairy Tale Grammar. New York, New York: Scholastic Inc..
We the Teachers (2006, July 27). We the Teachers Adjective Mystery Game. Retrieved July 16, 2008, from We the Teachers Web site:
http://www.wetheteachers.com/plan.php?id=169
Brand, Sarah Alex Lesson Plan: ActionWords are Verbs. Retrieved July 16, 2008, from Alex : Alabama Learning Exchange Web site:
http://alex.state.al.us/lesson_view.php?id=9823.html