Lesson Plan for Learning Verbs

Megan Chorazyczewski | LLT 307

Background
We have been talking about the different parts of speech. At this point, the students
should know that different words belong to different parts of speech. The students are just
beginning to learn how to distinguish the different parts of speech and this will be the
second lesson (the first lesson was on nouns). In this lesson, we will just be focusing on
verbs.
Grade Level: 3rd grade
English proficiency level: Class consists of both students with English as their first language
and ESL students in the beginning or middle of the intermediate level.
Content Objectives
The content objective for this lesson is to be able to determine which words in a
sentence are considered verbs, or action words.
Language Objectives
The language objective is for all students, especially ESL students, to practice their
communication skills by reading and writing sentences and also speaking words/sentences
aloud with correct pronunciation.
Materials
Projector
Computer
YouTube Video
Practice Handout
Charades game cards
Presentation
1. The lesson will be introduced by reviewing what we know already about parts of
speech. That is, different types of words can belong to different categories or parts
of speech. We will review what we learned in the previous lesson about nouns and
defining what a verb is.
2. The word Verb will be written on the board. The teacher will then define the word
to the class as an action word, or a word that describes what someone is doing.
3. Students will be asked to consult with a partner for about a minute and come up
with some action words. The teacher will then ask for volunteers to share a word
that them and their partner came up with while giving corrective feedback.
4. The class will then watch a YouTube video further explaining verbs, (School House
Rock video: Verbs). They will be asked to listen and watch closely to identify the
action words used in the video.
5. To assess the students understanding, the teacher will ask for volunteers to raise
their hand and give some of the words they remembered from the video that were
described as verbs.

6. The teacher will then group the students into groups of four. The groups will all be
a mix of English proficient students and ESL students. A worksheet will be handed
out to each student and instructions will be given. For the first part of the
worksheet, they must circle the verbs in the sentence and for the second part they
must create a sentence with the verb given to them.
7. At this point in the lesson, the teacher will check for understanding by having the
children close their eyes and asking them to give a thumbs up or down if they
understand the instructions.
8. The group must communicate and complete the worksheet together. This applies to
the language objective because they must read the worksheet and speak to one
another. After the groups complete their worksheets, the teacher will put the
worksheet on the projector so all students can see it.
9. Each group will give an answer to one of the questions. This allows the teacher to
assess the student learning and to provide students with corrective feedback by
giving them a visual of the worksheet with correct answers.
10. At this point in the lesson, the teacher will again check for understanding by having
the children close their eyes and asking them to give a thumbs up or down if they
understand verbs.
11. Once the worksheet is completed and if time allows, the students will participate in
a game of charades. The class will be divided in half with the two teams having a
mix of English proficient students and ESL students.
12. Each team will take turns sending a team member to the front of the room. They
will pick one of the cards that the teacher has created. Each card has a verb written
on it. The student must read the card and act out that action word.
13. Their team must guess the word. If they guess wrong, the other team gets to guess.
This applies to the language objective because they are reading the game cards and
when they are guessing the action, they are speaking the words. This applies to
content objectives because they are learning the different action words.
14. Conclude the lesson by asking a student to volunteer to give the definition of a verb
and asking for volunteers to use a verb in a sentence and tell us what the verb was
in that sentence. Ex. The dog ran fast. The word fast is the verb in this sentence.
Assessment
The teacher will be able to assess the student comprehension by their participation
within their small groups and with the class discussion. Throughout the lesson, the teacher
will ask if there is any questions or need for clarification. The teacher will check for
understanding by asking students to close their eyes and put their thumbs up if they
understand or down if they do not. These checks for understanding will be done at
different points during the lesson to make sure that learner input is comprehensible.