Part One

Topic
Teachers Names: Ali Parker, Brittany Yelle, Shawna McGonigal, and Emmy
Tsomos
Grammar: Parts of Speech
Class Information
Second Grade
Date: 1/19/2016
16 students: 1 IEP (ADHD), 1 ELL (Native language: Korean), 7 girls (3
Caucasian, 1 Asian, 2 Hispanic, 1 African American) and 9 boys (4 Caucasian, 1
Hispanic, 1 Asian, 3 African American), all students aged 7 or 8.
Alignment
This lesson gives an introduction to simple grammar and sentence structure. It
gives the students a peek at the different parts of speech which they will all learn
throughout their second grade year. This provides the simple building blocks on which
they can develop their understanding of basic grammar.
Standards
Common Core: CCSS.ELA-Literacy.L.2.1: Demonstrate command of the
conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.2.1.a: Use collective nouns (e.g., group).
CCSS.ELA-Literacy.L.2.1.d: Form and use the past tense of
frequently occurring irregular verbs (e.g., sat, hid, told).
CCSS.ELA-Literacy.L.2.1.e: Use adjectives and adverbs, and
choose between them depending on what is to be modified.
ISTE-NETS-S: Design and develop digital age learning experiences and
assessments. Teachers design, develop, and evaluate authentic learning experiences and
assessments incorporating contemporary tools and resources to maximize content
learning in context and to develop the knowledge, skills, and attitudes identified in the
Standards.
Design or adapt relevant learning experiences that incorporate
digital tools and resources to promote student learning and creativity.
Develop technology-enriched learning environments that enable
all students to pursue their individual curiosities and become active participants
in setting their own educational goals, managing their own learning, and
assessing their own progress.
Customize and personalize learning activities to address students
diverse learning styles, working strategies, and abilities using digital tools and
resources.
Provide students with multiple and varied formative and
summative assessments aligned with content and technology standards, and use
resulting data to inform learning and teaching.

 InTASC: Standard #5: Application of Content: The teacher understands how to

connect concepts and use differing perspectives to engage learners in critical thinking,
creativity, and collaborative problem solving related to authentic local and global issues.
Part Two
Learning Objectives
After the lesson, students will correctly identify nouns, verbs, adjectives, and adverbs in five
sentences on a quiz given the next day with 80% accuracy.
Teaching Materials
Promethean board, Prezi, warm-up handout, quiz
Prezi, Promethean board, video
Prezi, YouTube
Active Inspire, Prezi
Prezi, Active Inspire, YouTube, QR Code
***Find all necessary handouts at the end of the packet. Follow the names of the worksheets
given throughout the procedure.***
Anticipatory Set
Warm-up activity: Each student will be given a worksheet to introduce the topic
and allow the students to refresh their memories and previous knowledge.
This will focus them in on a specific task and allow the students to come up with
questions that they can ask as the lesson continues.
After each student individually completes the worksheet, we will ask volunteers
to come up to the promethean board and show the class what they have done.
Part Three
Procedures
Students will come in and should be instructed to start their warm-up activity
individually or with the person next to them. (Worksheet 1: I. Parts of Speech)
We will ask for volunteers to demonstrate on the Promethean board what theyve
done on their worksheets. The students should use the same color coding and shapes as
on the worksheet to differentiate the parts of speech.
The objective then will be explained to the class: Students will be able to identify
different parts of speech.
After the warm-up, we will transition into the parts of speech by explaining that a
sentence is made up of many parts of speech. This will introduce the next couple of slides
that go into more detail about the parts of speech.
After explaining the use of the parts of speech, we make it clear that we will only
focus on four parts of speech.
The next slide has short guidelines to what qualifies as a noun.
Following the description of a noun is a School House Rock video:
https://www.youtube.com/watch?v=Qk4N5kkifGQ
In their table teams, the students will come up with examples of nouns and share
with the class aloud after raising their hands.

 On the next slide, verbs are introduced and explained.

In their table teams, the students will come up with examples of verbs and share
with the class aloud after raising their hands.
Next, adjectives are introduced and explained
In their table teams, the students will come up with examples of adjectives and
share with the class aloud after raising their hands.
Last, adverbs are introduced and explained followed by a Schoolhouse Rock
video about adverbs: https://www.youtube.com/watch?v=14fXm4FOMPM
In their table teams, the students will come up with examples of adverbs and share
with the class aloud after raising their hands.
An activity involving containers will take place as our formative assessment. The
students will be given sentences on the promethean board and we will ask a volunteer
from each table to come up and place the words in the correct container. ex: New York
will go into the noun container.
The next day we will hold a summative assessment as a quiz of what they have
learned.
Part Four
Assessment Plans
The students will take a quiz the following day after the lesson is given to assess
what they had learned in the class (we will attach the quiz to the Prezi and will attach a
copy).
Formative Assessment will be the Containers activity. Students will be split into
four groups (each table is a group) and each group is given a sentence. They will pick out
the verb, noun, adjective, and adverb in each sentence and put them into the correct and
labeled container on the Promethean. Each group will choose a representative to come up
and split the parts of the sentences.
Summative Assessment (Worksheet 2: Parts of Speech Quiz) will be a quiz that is
given the next day to see what they were able to take away from the lesson. It will be five
sentences, set up the same way as the warm-up, and students will circle, underline, etc.
the parts of speech as indicated in the instructions.
Part Five
UDL Implementation
Multiple Means of Representation: in the event that we have a
student with ADHD, we would bring him/her to the front of the class so they are
able to narrow their focus, we also use multiple means of explanation so that
students with different learning abilities are successful, and the application of
grammar to the real world is highlighted.
Multiple Means of Engagement: the students engage in visual
presentation, group work, individual assessment, video, and demonstration of
learning in front of the class using the promethean board

 Multiple Means of Action and Expression: the students are actively

demonstrating what they have learned through picking volunteers to come in front
of the class as well as being tested on the new material through a quiz.
Part Six
Closure
Students will participate in the Container activity at the end of the Prezi presentation to go over
what they have learned. It allows the educator and the students to close the lesson with a group
activity to collaborate and finish the lesson. They will pick the parts of speech to put into each
container to review the key points of the lesson: verbs, nouns, adjectives and adverbs. At the
close of the lesson the students will play a game of madlibs that only focuses on nouns, verbs,
adverbs and adjectives.
Homework: QR code that will be sent home in an email to parents for students to practice
activities on an online source called Grammar World.

I. Parts of Speech Warm-Up

Name:
Circle the nouns, place a square around the verbs, parenthesis around the adjectives and
underline the adverbs.
1. Lauren wanted a piece of chocolate so badly!
2. My dog is white and awesome.
3. Quickly take a bathroom break before lunch.
4. Who is eating all of those delicious cookies noisily?

I. Parts of Speech Warm-Up

Name:
Circle the nouns, place a square around the verbs, parenthesis around the adjectives and
underline the adverbs.
1. Lauren wanted a piece of chocolate so badly!
2. My dog is white and awesome.
3. Quickly take a bathroom break before lunch.
4. Who is eating all of those delicious cookies noisily?
Quiz: Parts of Speech
Instructions: Circle the nouns, place a square around the verbs, parenthesis around the
adjectives and underline the adverbs.
1. Spot happily played with the red ball.

2.
3.
4.
5.

My mom yelled loudly during the exciting game.

The scary cat played noisily outside.
Could you quickly pass me that stinky shoe?
Delilah needs to calmly tell me what happened to her soft blanket.