Instructor: Ms.

Melanie Starling
Lesson: The Parts of Speech
Florida Standards: Grade 1
LAFS.1.L.3.5 With guidance and support from adults, demonstrate understanding,
word relationships and nuances in word meanings.
a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts
the categories represent.
b. Define words by category and by one or more key attributes (e.g., a duck is a bird
that swims; a tiger is a large cat with stripes).
c. Identify real-life connections between words and their use (e.g., note places at
home that are cozy).
d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek,
glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large,
gigantic) by defining or choosing them or by acting out the meanings.
LAFS.1.L.1.1 Demonstrate command of the conventions of Standard English
grammar and usage when writing or speaking.
a. Print all upper- and lowercase letters.
b. Use common, proper, and possessive nouns.
c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He
hops; We hop).
d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them,
their, anyone, everything).
e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked
home; Today I walk home; Tomorrow I will walk home).
f. Use frequently occurring adjectives.
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
h. Use determiners (e.g., articles, demonstratives).
i. Use frequently occurring prepositions (e.g., during, beyond, toward).
j. Produce and expand complete simple and compound declarative, interrogative,
imperative, and exclamatory sentences in response to prompts.

A= Analyze your Learners

As best you can tell, describe the learners for whom this lesson is intended. What else do you think you would need to
know about them?

The learners for whom this lesson is intended are children in the First Grade, These students will be between
ages eight and nine in English Language Arts classes.
I would like to know what percentage of the children learning this material are kinesthetic, auditory, and
visual learners. A large portion of this specific project will be done over the computer. This means that it may
be helpful to hand out a hard copy of the reading material as well as the link on the computer. Also, when
categorizing words, it may help kinesthetic learners to use the Smart Board.
It is necessary to know if these children already have a basic understanding of how to read aloud and the
ability to separate words into categories. Students should be able to follow directions and type at a basic level
using a keyboard. The children should have been previously exposed to Freytags Pyramid and the Parts of
Speech.
S

S = State your Objectives

Carefully review the lesson plan. Identify the objectives. If the lesson plan has learning objectives that do NOT meet the
ABCD criteria, rewrite them. You should have at least 3 learning objectives that meet the ABCD formula. Remember,
think Action Verbs!
A=Audience; B=Behavior; C=Condition and D=Degree.

1) Audience: The students will enhance current reading and web exploration skills by completing activity
one.
Behavior: The students will be able to categorize words into the parts of speech.
Condition: The students will be introduced to verbs, adjectives, nouns, conjunctions, prepositions, and
interjections.
Degree: The students will be able to consistently identify parts of speech.
2) Audience: The students will develop timeline, illustration, and web exploration skills by completing activity
two.
Behavior: The students will be able to create a timeline based on literature.
Condition: The students will be introduced to creating a timeline according to Freytags Pyramid.
Degree: The students will be able to consistently identify parts of a story and categorize them into parts of
Freytags Pyramid.

S = Select Media and Materials

In this section, make a list of what materials are needed for this lesson plan. If they don't specify any technology, think of
how you might do that! Try to think of two different things you or your students could do with technology... Maybe you
can find a good multimedia site to use in this lesson? How about using word processing instead of writing? You might be
able to use a spreadsheet or PowerPoint?

Computer
Instructors Weebly
Paint
TimeToast
Pencil
Paper
Smart Board Markers
Smart Board Overhead projector
U

U = Utilize Media and Materials

How are the materials used?

Computer Used to access the online assignments.

Instructors Weebly The website that is used to view lesson plan, student assignments, and teacher
resources.
Paint Used by students to illustrate parts of the story for Freytags Pyramid.
TimeToast Used by students to create a timeline for their chosen greek myth.
Pencil Writing utensil to take note of each part of speech.
Paper Used as a place to individually categorize words into the parts of speech.
Smart Board Markers Used to copy words into the parts of speech.
Smart Board Overhead projector Technology used to determine if the categories are correct.
R = Require Learner Participation
Explain what the students are doing. How will they use technology in this lesson?

Activity 1:
Each student will be seated at a computer opened to the instructors webpage. They will follow the directions
on the Student Activities portion of the site. This will have them popcorn read two shortened Greek myths.
While they are reading, they will each be taking notes of potential parts of speech. Upon finishing the stories,
they will be given a 5-10 minute period to go back and add words to each category. As a group, we will
combine the categories and words using the classroom Smart Board. We will go through each category and
discuss why the words are correctly categorized, or why they are not.
Activity 2:
Again, each student will be seated at a computer opened to the instructors webpage. They will follow the
directions on the Student Activities page. This will instruct them to open and relook over both of the Greek
myth that were read the previous day. The students will then choose one myth to create a timeline for. They
will open Paint and create five illustrations to satisfy each part of Freytags Pyramid. The students will then
login to TimeToast and create five events including a small description of each part of the story. They will add
their illustrations and view their finished timeline.

E = Evaluate and Revise

How do you assess student learning?

Participation
90-100% (A) Participated
effectively.
80-89% (B) Participated less
than needed.
70-79% (C) Participated very
little.
60-69% (D) Participated
once.
0-59% (F) No Participation

Grammar

Timeline

Finished Project

No grammatical
errors.
Two or less errors.

The timeline was

in correct order.
One event out of
order.
Two events out of
order.
Three events out
of order.
Four or more
events out of
order.

Completed the project on

time.
Student had to stay after
class.
Student had to finish it at
home.
Student only finished a
portion of it.
Student did not do the
project.

Three errors.
Four errors.
Five or more errors.