Parts of Speech Obstacle Course

ASU America Reads
Activity Plan and Report
Tutor: Clarissa Ramirez
Activity #:
List Materials:
Journal, hula hoops (two preferably), two buckets, two balls, golf sticks
a couple of the circle rings, white board, construction paper, markers and scissors
Reading Material: Students and I will choose a book during planning time
Standard(s): Describe the overall structure of a story, including describing how the beginning introduces the
story and the ending concludes the action.
Plan: First review what overall structure of a story means. Show them the reference sheet we made together
than have my own examples and explain it to them. Then have them tell me in their own words what “overall
structure means” and provide their own examples. After we will go outside and take turns reading the story and
ask them comprehension questions in between. The after we are done reading I will have them take turns
telling me what the overall structure of the story is.
Standard(s): Recall information from experiences or gather information from provided sources to answer a
Plan: Once again review with them what it means to “recall information” and how to gather information using
provided sources. We will go over reference sheet and then have them tell me what it means and I will have
them write down their own definition on a whiteboard then they will transfer it to their journals. I will have
them continue writing about recalling a favorite holiday memory. Then if we have time go over it together and
revise them. Once their revised show them to either you or Jose for to see if they mastered this standard.
Standard(s): Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their
functions in a particular sentence.
Plan: My students and I have been working on this standard for quite a while. We will review with the flash
cards I made with each (nouns, verbs etc…) Then I will explain to the students what their functions are in a
sentence by making charts of each with a sentence and explain to them what it brings to a sentence. Then we
will go outside and I will have an obstacle course for them. There will be hula hoops, buckets where they have to
make the ball into them with the golf club, and circle rings that they have to toss into a bucket. Other stations
will have them spin for three times, jumping jacks, and skip. At each station in order to complete the activity and
move on I will have questions and they will need to read the questions and answer them correctly. If they tell
me a well enough response they can move on to the next obstacle. The questions on the cards will be like :
> I will give them a word for instance Climbing and ask them to tell me what it is
> I will give them a sentence for instance: Mia and Jimmy were skipping quietly to the playground. Then ask
them to identify the nouns, verb, adverb
> Give them words for instance : loudly, walking, they, mall, shopping bag and have them put them into a
Alternate Plan/Differentiation:
Reading: Do not want to go outside popcorn read inside. Also if it’s too difficult have them ask me questions about over
structure so they can get an understanding through my examples I provide.
Writing: Finish early work on a different standard: 6. With guidance and support from adults, use a variety of digital
tools to produce and publish writing, including in collaboration with peers.
Activity: If the obstacle course does not work we can play freeze tag or color inside while answering the questions
Activity Report
(Be sure to include ALL standards and separate with comma if necessary)
Reading Standard(s)
Notes on standards:
____ Met/Mastered
____ Needs additional work
____ Too difficult – Tutor will adjust
Writing Standard(s)
____ Met/Mastered
____ Needs additional work
____ Too difficult – Tutor will adjust
Activity Standard(s)
____ Met/Mastered
____ Needs additional work
____ Too difficult – Tutor will adjust