I know that nouns and pronouns are different, but I want to know if they can be the same.

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Eight Parts of Speech Lesson Plan Stage 1 – Desired Results Content Standard(s): (Module 2)

CCSS.ELA-LITERACY.L.6.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking (Common Core State Standards Initiative, 2012).

Unpacked Standard(s): (Module 2)

• Students need to be able to use pronouns (subjective, objective, and possessive) in the proper case when writing or speaking. • Students need to be able to use intensive

pronouns, which usually appear right near the subject of a sentence (e.g., myself, ourselves).

• Students need to be able to recognize and correct inappropriate shifts in pronoun number and person.

• Students need to be able to recognize and correct vague pronouns.

• Students need to be able to show their understanding of the conventions of

Standard English grammar when writing or speaking.

• Students need to be able to communicate ideas in writing as well as express themselves verbally.

Essential Questions: (Module 2)

• Why is it important to know the eight parts of speech to be able to effectively communicate?

Students will set their own personal goals by…. (Module 3) • I want to know if interjections interject in a word or a sentence.

• I know that nouns and pronouns are different, but I want to know if they can be the same. Progress on students' personalized goals will be monitored by…(Module 5)

• Non-graded homework • Self-assessment

Rules and Procedures (Module 5) Procedures:

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• Respect each other, the teacher, and guests. • Learn from our mistakes.

• Stay-on-task. Rules:

• Enter quietly and politely.

• You must have your notebook and iPad every day. • Find a place to it where you can do your best learning.

• Check the board for the day’s activities and begin bellwork assignment.

• Open up iPad and check email for any assignments emailed to you by the teacher.

• When working in groups, students will respect each other’s ideas, as stated in the mission statement, and every student will contribute.

• When watching videos, students should remain quiet and pay attention to what is being shown. • During tests and quizzes, there will be absolutely no talking.

• Submit daily classroom work by email.

• Leave all worksheets and printed materials in blue bin at the end of the lesson.

Stage 2 – Assessment Evidence Directly Aligned to Content Standard Pre-Assessment, including analysis of the pre-assessment results. (Module 3)

Parts of Speech Pre-Assessment Quiz

Short Answer

Enter which of the eight parts of speech match the descriptions below. The eight parts are as follows: nouns, verbs, interjections, pronouns, adjectives, adverbs, prepositions, and conjunctions.

1. A word that shows the relationship between a noun or a pronoun and another word in a sentence. __________

2. A word that shows strong emotion or surprise. __________ 3. A person, place, thing, or idea. __________

4. A word that describes a noun or a pronoun. __________ 5. A word that expresses action or state of being. __________

6. A word that connects other words or groups of words. __________ 7. A word that takes place of one or more nouns. __________

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Identify the part of speech

Read each sentence and identify the capitalized word. 1. YAY, the Steelers beat the Ravens!

a. Verb b. Adjective c. Interjection

2. Hannah saw an AWESOME sight from the boat. a. Conjunction

b. Adjective c. Noun

3. THEY were getting ready to go skiing. a. Pronoun

b. Noun c. Preposition

4. Jordan made it down the run QUICKLY. a. Verb

b. Adverb c. Adjective

5. PUT the book back on the shelf. a. Verb

b. Adverb c. Pronoun

6. My friends and I walked home AFTER school. a. Preposition

b. Verb

c. Conjunction

7. You can ski today OR you can snowboard. a. Adverb

b. Conjunction c. Preposition

8. You are the oldest in the GROUP. a. Noun

b. Pronoun c. Verb

I decided to use Google Forms for this assessment mainly because my student is not in currently in Colorado. I also chose it because I have used it to collect data in the past and found it to be very useful.

After the pre-assessment, it was clear that Jordan did very well identifying the correct parts of speech in sentence form, but struggled to match the parts of speech to their definition. We discussed her results and the next steps over the phone. She said that none of her teachers had ever asked her to set personalized learning

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goals, so we discussed what those looked like and I provided her with some examples. I thought the

personalized learning goals she set were insightful and interesting. It’s really cool to see how someone else’s mind processes something that is so second nature to me as a college graduate.

I believe that with proper guidance Jordan will be experience success through these touchstones. I will tailor my lesson plan to target her weaknesses surrounding the eight parts of speech. It’s also possible that during the lesson we may uncover some additional weaknesses that will need to be address as well.

Performance Task(s) or Assignment Description(s): (Module 3)

· The goal of this lesson/unit is to help students be able to write and speak using proper grammar and usage.

· Students will take pre-assessment quiz to evaluate their existing knowledge on the eight parts of speech.

Rubric: (Module 3)

Learning Target 4- Above Average 3- Average 2- Below Average 1- Far Below Average Define

Student can match parts of speech to definition

Student is able to match all parts of speech. Student is able to match 5-7 parts of speech. Student is able to match 1-4 parts of speech.

Student is not able to match any parts of speech.

Identify

Student is able to identify the parts of speech in sentence form.

Student is able to identify all parts of speech in sentence form. Student is able to identify 5-7 parts of speech in sentence form. Student is able to identify 1-4 parts of speech in sentence form.

Student is not able to identify any parts of speech in sentence form.

Self or Peer Assessments (Module 5)

• Self assessment will be completed midweek.

Formative Assessments, Summative Assessments, etc. (Module 3)

• Formative assessment: Eight Parts of Speech quiz

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Stage 3 – Learning Plan – Directly Aligned to Content Standard AND Assessments Learning Activities: (Module 4)

• Pre-assessment (10 minutes): Eight Parts of Speech Quiz. (Connection, Coaching)

• Video (7 minutes): Watch an online video on the Eight Parts of Speech. (Curiosity, Concentration) • Game (10 minutes): Create a category, such as “verbs that begin with the letter s”, and write a list of 10 examples. Then have students do the same and try to get as many words on my list as possible. (Context, Coaching, Curiosity)

• Mini-lesson (10 minutes): Importance of properly using eight parts of speech. (Coherence, Connection, Coaching)

• Crossword puzzle (10 minutes): Create a crossword puzzle for students to answer questions related to the Eight Parts of Speech. (Concentration)

• Q&A (5 minutes): Ask the students a question every 10 minutes. Question can be about what you have just taught or what you are about to teach. Q&A serves as a mini assessment. I can see if my students understand what I have taught them and what they know about the upcoming topics. (Coaching, Context, Curiosity)

Stage 4 Feedback Strategies, including Timeliness (Module 5)

Providing feedback, both verbal and written, to my students will be a great opportunity to practice using a growth mindset. According to Goodwin and Hubbell, “It’s best to remove all controlling language from our teacher talk and student feedback and focus instead on encouraging, motivating, and guiding their learning” (2013). I do not plan to give the assessment a letter grade, but I plan to provide noncontrolling feedback to them understand how they can improve for their final assessment. I plan to provide all feedback to my students within 24-48 hours of submission to ensure that the lesson is still fresh on their minds.

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