Amy Fidler - Tactile Parts of Speech (Nouns, Verbs and Adjectives)

Name: Amy Fidler                  Date: March 29, 2014

Subject: Language Arts          Lesson Name: Tactile Parts of Speech            Grade: 1-3

Rationale:

Children need to know what nouns, verbs and adjectives are to make proper sentences.

Prescribed Learning Outcomes:

Be able to understand what nouns, verbs and adjectives are.

Be able to make sentences with nouns, verbs and adjectives.

Be able to look at something and know if it is a noun, verb or adjective.

Instructional Objectives:

Understands that a noun is a person, place or things; an adjective is a describing word and a verb is an action word.

Students can make proper sentences with nouns, verbs and adjectives in them.

Students can visualize these parts of speech and don’t need to rely on words on paper, ex) see a red sweater on a hanger and know that the noun is sweater, the adjective is red and the verb is hanging.

Prerequisite concepts and skills:

Have a basic understanding from a previous lesson of what nouns, verbs and adjectives are.

Materials and Resources:

Teacher	Students
Something from home. White board and marker. Papers for the children and pencils.	Bring something from home. Their favorite toy, piece of clothing, game, picture, etc.

Lesson Activities:                                                            Total Duration: 24-27 Minutes

Original Lesson Plan: http://www.teachersfirst.com/lessons/lessforall/tactilespeech.cfm

Teacher	Student	Time
Ask students to calmly and quietly get their object they brought from home from their backpack and return to their desks.	Retrieve their object from their backpack and return to their desks.	1 Min
Hand out papers to the students.	Receive papers and get out pencils.	1 Min
Review what nouns, adjectives and verbs are.	Listen to the review and comment if necessary.	2 Min
Give an example of the activity. The teacher asks the students what she is holding ex) rock. She asks them if that is a noun, adjective or verb and then further asks if it is a person, place or thing. Once they determine the noun is a thing she tells them to write it under the heading noun as she writes it on the board. She asks them what it feels like ex) hard and if it is a noun, verb or adjective. She then tells them to write that under adjective as she writes it on the board. She then asks them what she could do with it ex) throw and if that is a noun, verb or adjective, then asks them to write that under verb while she writes it on the board. Then make a sentence with the words ex) I like to throw hard rocks.	Listen to the teacher and respond to her questions. Write down the proper words under the proper headings.	3 Min
Split the students into groups of 5-6 based on the objects they brought from home and needs of the students.	Get into the groups assigned to them.	1 Min
Supervise the room and visit each group to make sure the activity is being done correctly.	Participate in the group activity.	15-18 Min
When the activity is over and the worksheets are filled in the teacher will tell the students to put the worksheet in their desk/binder and put their object back in their backpacks.	Students will put their paper in their desk/binder and their object back in their backpack.	1 Min

Universal Design for Learning (UDL) and Differentiated Instruction (DI):

Instead of doing this as an entire classroom activity I split the classroom into groups so the child who has autism doesn’t feel overwhelmed.

I also changed it so the children brought something from home so that the child who has autism could be comforted by an object he or she is familiar with.

Since children with autism may have some trouble with social relationships and communication I put the student who has autism with a group of children who are patient, helpful and accepting.

Organizational Strategies:

The groups were chosen so that all students in one group didn’t have the same object.

They were also chosen so that the child who has autism is with people that are patient, helpful and accepting.

Behavioral Management Strategies:

Grouping the student who has autism with students that are patient, helpful and accepting will make that student feel less overwhelmed and more comfortable.

The teacher will be walking around every group so if behavior becomes an issue she can quickly step in.

Assessment and Evaluation:

View their worksheets to make sure the words were put in the proper columns and the sentences make sense.

In a couple days quiz each student either orally, visually or on paper with a few questions to see if they understood the lesson.

Extensions:

This unit of nouns, verbs and adjectives would link to the unit on compound words.

It would link to the unit on how to construct a sentence; beginning, middle, end and punctuation.

It would also link to future units on proper nouns, plural nouns, adverbs, etc.