Verbs Lesson Grade 4

Lesson Plan
Template
1. Lesson Plan Information
Subject/Course: Literacy
Name: Emma Fenton
Grade Level: Grade Four
Date: 28 April 2016 Time: 12:00-12:50
Topic: Verbs
Length of Period: 50 minutes
2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
Language Curriculum Expectations for Grade 4:
2.4 identify various elements of style including alliteration, descriptive adjectives and adverbs, and sentences of
different types, lengths, and structures and explain how they help communicate meaning
Learning Skills (Where applicable):
Collaboration (Group game)
Initiative (Thinking of ideas)
Group work
3. Content
What do I want the learners to know and/or be able to do?
- Be able to define what a verb is
- Be able to identify common verbs
- Be able to describe alternative verbs to use for commonly used verbs
Today learners will:
- Watch a video of monkeys in the wild
- Complete an activity describing the monkeys in the video
- Define what a verb is
- Participate in a drama activity identifying basic verbs and coming up more exciting synonyms for those verbs to
use in writing
- Complete and activity which has the students explore more vibrant verb alternatives to basic verbs
4. Assessment (collect data) / Evaluation (interpret data)

(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
No application needed for this lesson, just practice.
- Otherwise, anecdotal notes and the ice cream activity can be assessment
5. Learning Context
Lesson Plan Template
Schulich School of Education Practice Teaching Handbook 2010-2011
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning
experience?
- Knowledge about what a verb is (If someone offers this in the beginning of the lesson, continue with the lesson
(describe the monkeys) and just include it as practice for using verbs
- Understanding about how to write full sentences
- Dramatic skills
- Group work skills
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all
learners? (Must include where applicable accommodations and/or modifications for learners identified as
exceptional.)
Nardin: Pair her with Issabelle for the activity so that Isabelle can communicate with her more clearly
Rahaf & Ryleigh: Give them a different activity to complete while the others are doing the ice cream activity * See
bottom of lesson plan*
Sydney: Try to include her in participation opportunities throughout the lesson and reward her for good behaviour (if
she waits quietly with her hand up, choose her. If she is not quiet and is asking for attention, dont ask her to
participate
Logan, Saxon, Melanie, Lillian: Try to pair them with student who will help them succeed. Check in with them for
understanding
B. Learning Environment
- Classroom desks (hook, brainstorming and game)
- Classroom floor and desks (pairs off students for activity)
C. Resources/Materials
- Cards for Walk, Eat, Cry, Sing
- Video access (internet + smart board)
- Construction paper cut like ice cream cones and the scoops of ice cream
- Markers
- White Board
- White board markers
6. Teaching/Learning Strategies
INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners prior knowledge,
activities, procedures, compelling problem)
Hook: Video activity: Ask the students to think of as many action-words as they can from the video (think about all
the actions the monkey does throughout the video. Play the video of monkeys in the wild!
https://www.youtube.com/watch?v=OkkkPAE9KvE
- After the video finishes, choose quiet listeners to create a sentence describing something the monkeys did in the
video.
- Record their sentences on the board in full form
- Underline the verbs in each sentence in a specific colour marker
- Afterwards, ask the class:
- Does anyone know what all the underlined words have in common?
- What are these words called? VERBS
- Pull out the anchor chart made about verbs and explain that a verb is any word that explains an action.
MIDDLE:
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and
guided instruction).
Transition into the game we will be playing:
Game: call on one student at a time to come act out a certain verb (written on a piece of paper)
- Their peers will guess what verb is being enacted
- After the verb has been identified, write it on the board.
- Have the students think of some more VIBRANT verbs they could use instead of this basic one
- Tie in that we are finding synonyms for verbs (as these grade fours have recently been learning about synonyms
- Once at least 2 vibrant verbs have been identified, repeat this process 3 times
The words: to cry, to eat, to walk, to sing
Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning
experiences together for/with the students? How will I check for understanding?
After brainstorming so many vibrant verbs, explain that they will have a chance to come up with their own vibrant
verbs
- Ask the class:
- Why do you think using vibrant verbs is important as opposed to using regular verbs?
- How will it change your writing?
Write their ideas on the board
Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice,
and gradual release of responsibility.)
Explain the activity with the ice cream words:
Students will write their basic verb on the cone and will add an extra scoop of ice cream for every vibrant verb they
find!
Tell them about the tool of using a thesaurus if theyre really stuck!
They will be working in pairs
- These pairs will be divided by means of popsicle sticks which have pairs among them (each student takes 1 stick
and finds their partner that way!
Have the supplies ready for them to take at the front of the class
- ask only one partner from each group to come up and receive the materials (cone, scoops and marker)
CONCLUSION: How will I conclude the lesson?
If there is extra time at the end, have the groups say their vibrant verbs to the class!
Tell them Mrs. Beattie and Ms. C will be looking for those vibrant verbs in your writing for the future.
7. My Reflections on the Lesson

What do I need to do to become more effective as a teacher in supporting student learning?

Verbs Lesson Grade 4

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Verbs Lesson Grade 4

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Lesson Plan

Name: Emma Fenton

Grade Level: Grade Four

Date: 28 April 2016 Time: 12:00-12:50

Length of Period: 50 minutes

4. Assessment (collect data) / Evaluation (interpret data)

Schulich School of Education Practice Teaching Handbook 2010-2011

Lesson Plan Template

Schulich School of Education Practice Teaching Handbook 2010-2011

Schulich School of Education Practice Teaching Handbook 2010-2011

Lesson Plan Template

Schulich School of Education Practice Teaching Handbook 2010-2011

7. My Reflections on the Lesson

Lesson Plan Template

Schulich School of Education Practice Teaching Handbook 2010-2011

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