Francis Marion University Lesson Plan Template

Note to Candidate: Each section is required and should be explained in

detail.
(See the Template with Notes for specifics about
each section.)
DAY: October 3,2015
TOPIC: Action Verbs

SUBJECT: English
TIME: 9:30 to 10:20
UNIT TITLE: Action Verbs

STANDARD(S)/OBJECTIVE(S)/ASSESSMENT(S):
STANDARD(S): ACEI-2007.2.7
Physical education--Candidates know, understand, and use--as appropriate to their
own understanding and skills--human moverment and physical activity as central
elements to foster active, healthy life styles and enhanced quality of life for
elementary students.
SC-HE-2009.K.1
The student will comprehend concepts related to health promotion to enhance
health.
SC-SS-2011.2.4.EU
To understand and be able to indicate action verbs in and out of writing, the student
will utilize the knowledge and skills set forth in the following indicators:
Indicator(s)/Cluster(s):
Learn nouns and action verbs and their importance in stories. Also the student will
be more attentive during the readings because they anticipate the action verbs
which they will demonstrate.
OBJECTIVE(S): The student will be able to demonstrate the action verbs to
get a better understanding of the story as well as a little bit of
cardiovascular excersise. The students will also demonstrate discipline,
self restraint, and attentiveness while listening to the story.
ASSESSMENT DETAILS: For the assessment, the student will complete a 6
question quiz on action verbs used throughout the lesson. In the 6
question quiz the student will be be asked about how to pick out an action
verb from a regular verb.
CRITERIA FOR MASTERY OF ASSESSMENT(S): The student must complete the
quiz with a 4 out of 5 answers correct and name 2 or 3 more action verbs to master
the skill.
KEY VOCABULARY/CONCEPTS:
-run
-ran
-handed
-skipped
-hopped

-running

-dance

-stretched

-walked

-tore

-jogged

-jumped

-ate

MATERIALS:
TEACHER MATERIALS NEEDED: Action Verb quiz handouts, Action verbs
handouts, computer paper, ink , smart board or poster(depending on class
size), staples, construction paper, markers, workout clothes.
STUDENT MATERIALS NEEDED: pencil, paper, comfortable clothes

STEP BY STEP PROCEDURES:

INTRODUCTION:
Attention Getter: Play a short video from Grammaropolis-"Lights!
Camera!! Action Verb!!!"
Overview:
I will say, "Hi my little people! How is everyone doing today?" Then, I
wait for their response. "Can anyone guess what we are going to learn
today?" Then, I wait for a student's response. "We are going to learn
about action verbs. Then I tell the class that I have a story to read where
will pick out the verbs as a class and then demonstrate them.
Activation of Prior Knowledge/follow-up Instruction:
Last week we learned how to find adjectives and how they make the
noun sound, look. feel, or smell. Today we are going to learn how to find
action verbs and see what they make the noun do.
Purpose:
The purpose of finding action verbs and being able to demonstrate
what it is and what it makes the noun do.
Relevance:
The relevance of this lesson is to help students understand that
reading can be fun when you incorporate physical activity into it while still
teaching a lesson.
Expectations:
The students should be able to restrain themselves until the next
action verb is called. Students should remain quiet and attentive until the
action verbs are called out. The students also should not interupt the
teacher while she is reading the story. Students should also understand
the hand signals from when the exercise starts to when it stops. At the
end of the lesson/exercise, I expect the kids to tell their peers good job
after the workout.

LESSON DEVELOPMENT:
Modeling:
First I will ask the class what do they do for fun.
I will then start the lesson by showing the action verb video.
I will explain the importance of action verbs and emphasize how verbs and
nouns go together.
After that, I will ask the class as a whole to demonstrate selected action

verbs.
When the kids understand how action verbs work they will pick 2 or 3 of
their own to prove that they have mastered the skill.
Guided Practice:
I will popcorn through the roll and ask the kids what did they learn during
the lesson and ask them to stand infront of the class and do an action
verb.
Independent Practice:
During independent practice, the students will draw an action verb on
paper and decorate it so it can be posted on the action wall.
ASSESSMENT/CLOSURE:
Lastly, I will round up my class and get them seated. I will ask did
everyone have fun learning action verbs and what was their favorite
moment in class.
We will go over action verbs in the story and talk about what did it make
us understand about Johnny. The students will then complete the quiz and
turn it in. Next time we meet, we could learn about regular verbs and
what they do.

SPECIAL ACCOMODATIONS:
RATES OF LEARNING:
Tasks for early finishers: it is a group based activity but they could
help their peers with the assignment while they wait.
Provisions for those who struggle or need more time: The kids will
have more than enough time to complete the quiz and decorate their
action verb. But i will emphasize that I want them to not leave any
answers blank and to give it their best shot.
ABILITY LEVELS:
Tasks for advanced learners: They will assist the struggling students
and talk to them about what they have learned.
Tasks for struggling learners: Ask questions and be assisted by the
advanced learners because this is a nurturing community built
environment.
LEARNING STYLES:
VISUAL: First we will use the smart board to read the story together,
so the kids can see what the action is
AUDITORY: The class will read aloud the story the second go round in
unison.
KINESTHETIC/TACTILE: The students will demonstrate the action
verbs individually.
SPECIAL NEEDS:
IEP: The students are highly encourage to ask questions and I will
help them to my fullest potential.
504:

LESSON ATTACHMENTS:
Attach documents used during lesson. (Materials, Presentation Files, Assessments
(with keys), Rubrics, etc...