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LESSON PLAN FORMAT
Name: David Porter
Date: 16 November, 2006
Age/Grade Level: __K___
Subject: Reading
# of Students: 24
# of IEP Students:
3
Major Content: Noun/verb
Unit Title: A Dog Can Jump____________________
Goals and Objectives:
Goal: To reinforce the concept of verb as the action of the sentence.
Objective: Given a picture of an animal performing a recognizable action and a
written sentence describing the picture, the student will identify the verb of the
sentence, without teacher assistance, correctable as a class to 100%.
Student Assessment:
Performance Assessment:
Students will be handed a sheet of paper containing a picture of an animal performing a
predictable action (a frog hopping), followed by a sentence (A frog can hop). The students will
use the picture to: determine the noun and the verb of the sentence, read the sentence, and circle
the verb.
Connections:
Kentucky Learning Goal 1: Students are able to use basic communication and mathematics
skills for purposes and situations they will encounter throughout their lives.
Academic Expectation 1.2. Students make sense of the variety of materials they read.
Academic Expectation 1.3. Students make sense of the various things they observe.
Academic Expectation 1.4 Students make sense of the various messages to which they
listen.
Core Content for Assessment RD-EP-1.0.1 Students will apply word
recognition strategies (e.g., phonetic principles, context clues, structural
analysis) to determine pronunciations or meanings of words in passages.
Program of Studies EL-P-FF-S-2 Students will apply context and selfcorrection strategies while reading (e.g., using pictures, syntax, predictive
language to predict upcoming words and text, monitoring own reading,
self-correcting, confirming meaning, adjusting pace of reading or
rereading to acquire meaning, previewing text selections)
Context:
While primarily concerned with teaching verb identification to emergent readers, this
lesson also reviews noun identification while modeling the reading strategy of using pictures and
illustrations to determine word meaning. The lesson is geared towards visual/spatial, kinesthetic,
and language-oriented learning styles. It presents a cloze-type format, along with patterns and
repetition, in order help develop predicting skills. The use of technology in the PowerPoint
presentation format, as well as kinesthetic activities, easily allows the inclusion of students with
special needs.
Resources:
The following resources will be needed for this lesson:
 PowerPoint presentation – “A dog can jump.”
 pencils, crayons
 worksheet with one picture and matching sentence from PP presentation
Procedures:
Set Induction:
“Today we’re going to have some fun, and I’m going to need your help. I know you have
been learning about nouns and verbs, well, today you’re going to get to be animals and
act out verbs in sentences.”
Goals & Objectives:
Goal: To reinforce the concept of verb as the action of the sentence.
Objective: Given a picture of an animal performing a recognizable action and a written
sentence describing the picture, the student will identify the verb of the sentence, without
teacher assistance, correctable as a class to 100%.
Learning Activities:
1. Show first slide of presentation
“Does anybody remember what a noun is?” (thing or name in a sentence)
“What is the thing or name in this picture?” (dog)
“What is the dog doing?” (jumping)
“What do we call the action in a sentence?” (verb)
“So, what is the action or verb in this picture?” (jump)
“I’ll read the sentence: ‘The dog can blank’... what verb should go in the blank?”
(jump)
2. Flip to next slide which is the same except has the cloze filled in with the verb.
“That’s right! A dog can jump. Let’s read it together:”
“A dog can jump.”
2. Pick several students to stand and come before the rest of the class.
“Okay, you three are going to be my dogs. You’re going to demonstrate the verb
in the sentence we just read. Okay, dogs, jump around the room for us.”
3. After the students demonstrate the verb action, have them sit again.
4. Follow the same format for the rest of the slides in the presentation.
5. Once finished, pass out picture/sentence sheets.
“On this sheet you will see a picture and a sentence just like we saw earlier. Use
the picture to figure out what the ‘name’ or noun of the sentence is and what
‘action’ or verb of the sentence is. Read the sentence and circle the verb. When
you have finished, turn the paper over and draw me a picture using an animal of
your choice doing some kind of action. If you can write a sentence describing
your animal and what it is doing, then write it under your picture.”
6. As students are working on the sheet, move around the room and assess and assist as
needed. This is a good time to work individually with students with special needs.
Closure:
“You all did a wonderful job today helping me read our sentences and acting out the
verbs or actions that our animals were doing in the pictures. Remember to always look at
the pictures in books because they can help you figure out what the sentences are.”
Impact: The students really seemed to enjoy this lesson. I think it was the combination of vivid
animal pictures used in the slide presentation along with the opportunity to get up and perform
for their classmates that kept them engaged throughout the lesson. I specifically held off using
certain students for demonstrations until I saw that they were distracted. In this way I was able to
redirect them back into the lesson by calling them up to be one of the animals. While most of the
students were able to pick out the verb in a sentence orally, several were unable to correctly
identify the written verb in the sentence, even though they could read the sentence.
Refinement: The next time I teach this lesson I will include more pictures and sentences on the
worksheet so that the students will have a better chance to practice the skills covered in the
lesson. The one-sentence worksheet is a good assessment tool but I should still be able to
observe the first sentence for assessment purposes and then use the remaining sentences for
practice (and assessment as well).
A dog can ______ .
A bird can ______ .
A dog can jump.
A bird can fly .
A frog can
A tiger can ____ .
A frog can hop.
A tiger can run.
A monkey can ___ .
A shark can ____ .
A monkey can eat.
A shark can swim.
Mr. Dave can ____ .
A boy can _____ .
Mr. Dave can ride.
A boy can sleep.