Date: 10/02/2020 Time: 9:40-10:40am Year Level: 2

Learning Area: English / Maths / Hass / Health / Digital Technologies Topic: Grammar - Verbs
CURRICULUM CONTENT DESCRIPTION:

Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)

Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs),
qualities (adjectives) and details such as when, where and how (adverbs) (ACELA1452)

LEARNING PURPOSE:

WALT:
 Identify verbs in a book, using recall from Year 1 learning
 Identify a verb as an emotion/action/state word, act-out the word
LEARNING OBJECTIVES: ASSESSMENT:

WILF: Observations on which students are able to identify verbs in the story.
 Students who can identify verbs in a story
 Students who understand the verb’s meaning and Observe which students can read and know the meaning of a verb by
can act them out successfully acting it out.
 Those who can
Students are able to build a better sentence by adding in appropriate
verbs to an already existing sentence.
PREPARATION AND RESOURCES:

Preparation:

Resources:
Book/Story
Action verb flashcards (teach starter)
Dressing up a Sentence worksheet + sentence cards

CATERING FOR DIVERSITY

Support:
 Jahrinity, Kyrah, D’Artagnan, Maddison – constant monitoring through proximity to check progress.
 Possibility of pairing these students with a more confident student (i.e. Thomas G,

Extension:
 Allow students to create their own sentence using the worksheet about what they will do on the weekend
 i.e. “This weekend, I will jump crazily with my fluffy, brown dog”
 LEARNING EXPERIENCES:

1. Introduction:

Begin with a quick diagnostic assessment through questioning:

 “Who has heard the word VERB before?”
 “Who thinks they can tell me what a verb is?”
 “What about an adjective?” “Do we remember what Miss Brite taught us?”

As you read through the book, place EMPHASIS on the VERBS.

Students will be required to IDENTIFY the VERBS in the book – run back through some pages
 “can you spot a verb on this page””
 “who can see a verb on this page?”

2. Sequence of learning experiences:

Each student will be given a Verb Flashcard.

 “Read the word on the flashcard, if you can’t read it what could you do to find out the action?” (look at the picture)
 “Now that you know your verb, you need to think in your mind – JUST TO YOURSELF – of the action you could make”
 “Turn and find a partner. You need to find a space in the room to perform your action to your partner when I say GO”
 “GO”
3 students to perform to the class

Students will be given a “Dressing Up a Sentence” worksheet.

Students need to choose one of the sentences on the board, and will need to complete the worksheet by choosing and
adjective, noun and verb to make the sentence more interesting.
 “Choose a word to describe the character (noun)?”
 “Think of a good word to describe your character – what they look like, what they feel like i.e. fluffy or HUGE”
 “Think of a word that tells the reader what the character is doing (verb)”

“DON’T COMPLETE YOUR SENTENCE BECAUSE WE DON’T HAVE ALL THE INFORMATION YET”

3. Lesson conclusion:

 “Who can tell me a verb for what they might do at recess time?”
At recess, I will…. (eg. play with my friends)

 “You need to listen carefully to the person’s sentence – because you might be asked to find the verb in their sentence, or
maybe the adjective”
 “Who would like to read their final sentence to the class?”
 “Did anybody hear the verb in the sentence?”
 “Which verb did *student name* use?”
 “If you can tell me which verb was used in the sentence you may get your hat and go to recess”

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)
 SCHOOL OF EDUCATION

Lesson Critique Form

Pre-service teacher name: Carly Williamson Date: 10/02/2020

Mentor Teacher: Natalie Howard

Subject: ENGLISH MATHS HASS HEALTH DIGITAL TECHNOLOGIES STEM Year: Year 2 (Room 9)

Commendations:

Recommendations:

Overall impression:

Signature: