Briana Brooks, Lauren Lightner-Sharpe, Alissa Lawson
Group: 1
September 18, 2015
Third Grade Class
Language Arts
Identifying Adjectives and Nouns
This lesson plan may contain copyrighted material the use of which has not always been specifically authorized by the copyright owner. We are making such material available in an effort to advance understanding of environmental, political, human rights, economic, democracy, scientific, and social justice issues, etc. we believe this constitutes a ‘fair use’ of any such copyrighted material as provided for in section 107 of the US Copyright Law.
Dynamic Instructional Design
List at least 3 objectives: with Common Core or NC Essentials Standard/objective number: Conventions of Standard English:
List at least 2 teaching strategies:
Technology Materials needed for the lesson:
How will you evaluate and revise the design:
Action Plan
List but not limited to the following:
1-List what you will do to Identify learner preparation activities for the lesson:
7-List follow-up activities
* Extra: Include a reference slide – Properly cite any works that was used in the lesson plan.
http://www.corestandards.org/ELA-Literacy/L/3/
http://www.corestandards.org/ELA-Literacy/RL/3/
http://portfolios.education.wisc.edu/info/ReflectiveTeachingCycle.pdf
http://www.macalester.edu/its/accounts-services/studenttechlist/
Group: 1
September 18, 2015
Third Grade Class
Language Arts
Identifying Adjectives and Nouns
This lesson plan may contain copyrighted material the use of which has not always been specifically authorized by the copyright owner. We are making such material available in an effort to advance understanding of environmental, political, human rights, economic, democracy, scientific, and social justice issues, etc. we believe this constitutes a ‘fair use’ of any such copyrighted material as provided for in section 107 of the US Copyright Law.
Dynamic Instructional Design
- Page 2: The 1st page of DID
- Third grade low performance students
- Third Grade, All Ethnicities & Even ratio of male and female
- Students are from low income housing and middle class homes
- Multiple learning styles: auditory, kinesthetic, visual
- Multiple intelligences: Musical, Interpersonal, Visuals, Printed Words
- Cultural and language Diversity: All students speak modern English
- Special needs: None
Step 2: Articulate Objectives and Standards
List at least 2 standards:
- Students will be able to differentiate between adjectives and nouns. Students will be able to describe nouns using adjectives.
List at least 3 objectives: with Common Core or NC Essentials Standard/objective number: Conventions of Standard English:
- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
- Use abstract nouns (e.g., childhood). Use frequently occurring adjectives.
List at least 2 teaching strategies:
- Cooperative Learning refers to a method of teaching and classroom management that emphasizes group work and a strong sense of community. This model fosters students’ academic and social growth and includes teaching techniques such as “Think-Pair-Share” and reciprocal teaching. Cooperative learning falls under the student-centered approach because learners are placed in responsibility of their learning and development. This method focuses on the belief that students learn best when working with and learning from their peers.
- Direct instruction is the general term that refers to the traditional teaching strategy that relies on explicit teaching through lectures and teacher-led demonstrations. Direct instruction is the primary teaching strategy under the teacher-centered approach, in that teachers and professors are the sole supplier of knowledge and information. Direct instruction is effective in teaching basic and fundamental skills across all content areas.
- Give students a set of questions that they will answer as they read the text. Discuss the questions before they read in order to see what information they already have. Help them see how the questions are aligned with the text and how they should answer them.
- Give students a checklist of the key points to watch for so that they can check them off as they find them while reading.
Technology Materials needed for the lesson:
- Computer programs, internet, books, music, videos, etc.
How will you evaluate and revise the design:
- After engaging each class of students in the lesson plan, reviewing the notes on the progress of each students/learning style.
- New page: the 1st page of Lesson Plan:
- Eductor will list different adjectives and nouns to ensure that students can differentiate between adjectives and nouns. Once students and educator are aware of the difference, practice with complete sentences, while students highlight the adjectives and nouns in each sentence.
Step 2: Target Specific Objectives
- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
- Students will have a list of nouns, along with a list adjectives individually cut out with magnets attached to the back, and on the whiteboard two sides. One side is labeled nouns and one side is labeled adjectives.
- Summarize daily plan using steps of the pedagogical cycle
Planning: Educator will teach students the difference between adjectives and nouns. Educator will teach this lesson to inform students on proper grammar with sentence structure. Educator will know who is learning what because of the common core standards for the third grade level.
Instructing: Educator will implement lesson through multiple lesson examples and scenarios. Students are responsible for providing feedback and assurance they can obtain objective. Educator will know if students understand through their interaction and correct answers to the lesson.
Assessing: Eductor will give students a worksheet where students have to highlight the adjectives and nouns in each sentence. Students can work with a partner, so that the teach can include cooperative learning in the lesson. Also, this gives a chance for educator to go around and see what students need help with what. The end of the lesson, students will be given another chance to identify adjectives and nouns individually.
Exploring Implications: Using this pedagogical cycle, students and educator can reflect on the lesson, and see if this improved the work environment. Students get a chance to use two learning strategies and educator can use two teaching strategies.
- Whiteboard, magnets, paper with different adjectives and nouns, scissors.
- Check for Success: methods to determine lesson’s success
Students will go to the board and paste each noun or adjective under the correct title. For an example: If the student has the word “Mall”, they will place it under the noun side, and after each word is placed under a category, then the teacher will check to see if they got all of the words correct.
Also: support your lesson by using video related to lesson, images, and include at least 3 external hyperlinks to websites that support your lesson
- https://www.youtube.com/watch?v=AiK3NSENjA8
- http://www.k5learning.com/free-grammar-worksheets/adjectives
- http://myclassroomideas.com/wp-content/uploads/2015/09/adjectives-and-nouns.jpg
Action Plan
List but not limited to the following:
1-List what you will do to Identify learner preparation activities for the lesson:
- Identify adjectives (students give examples of adjectives)
- Identify nouns (students give examples of nouns)
- Identify the difference between adjectives and nouns (students are given a sentence and have to highlight the nouns and adjectives)
- Divide the whiteboard down the middle, having two separate sides.
- Label one side nouns, and the other side adjectives
- Cut out the list of word individually
- Place magnets on the back of each words
- Place words on a table, face up
- Cooperative Learning: (students will be given a chance to work with partners on a worksheet where they identify adjectives and nouns.)
- Direct Instruction: (educator will explain what an adjective and noun is, then give students a chance to identify them as well.)
- Have a list of nouns and adjectives
- Have the lesson plan thought out
- A great attitude
- ✓ Reset initial password for official Macalester College account
- ✓ Activate Google Apps account
- ✓ Read email
- ✓ Register laptop, tablet, smartphone, and gaming consoles for network use
- ✓ Review minimum recommended computer specifications
- ✓ Start serial number tracking sheet
- ✓ Where to get help on move-in day
- ✓ Review Technology Policies and Guidelines
- ✓ Find out about Wi-Fi password for student wi-fi network
- ✓ Make a backup plan and stick to it
- ✓ Request a campus phone for res hall room (optional)
- ✓ Review the Current Student Techlist
- ✓ Review list of tech items to bring
- ✓ Review list of tech items NOT to bring
- Let the student know if they are right are wrong
- Give them a practice sheet
7-List follow-up activities
- Practice sheets
- Quizes/ Test
* Extra: Include a reference slide – Properly cite any works that was used in the lesson plan.
http://www.corestandards.org/ELA-Literacy/L/3/
http://www.corestandards.org/ELA-Literacy/RL/3/
http://portfolios.education.wisc.edu/info/ReflectiveTeachingCycle.pdf
http://www.macalester.edu/its/accounts-services/studenttechlist/