Lesson plan verbs PDF

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SUGGESTED FORMAT FOR INDIVIDUAL LESSON PLAN Please tick as appropriate  This is largely the School’s planning  I planned this with support from school  I planned this independently Subject: SPAG

LESSON PLAN Date: 24:11:17

Time: 10-11

Class: Year 5

NC/CGFS/PNS Links:  Using passive verbs to affect the presentation of information in a sentence  Using the perfect form of verbs to mark relationships of time and cause.

My teaching target appropriate to this lesson:  I will focus on communicating slowly and effectively with the children.

Learning Intentions: Can I define VERB with examples? Success Criteria:  To understand that a verb is a ‘doing word’.  To be able to highlight a verb from a sentence.  To recognize that sentences can have more than one verb.

Implications from Previous Learning / Assessment:  

Some children couldn’t pick out the verb in the sentence. Some children confused a verb with an adjective.

Possible Misconceptions: 

Some children may mix up verbs with adverbs when picking it out in a sentence.

 Some pupils may think there is only one verb in a sentence. Time Introduction & Teaching Input Key Questions and Teaching  Introduce what a verb is and give Points examples to reinforce their knowledge. 20  Use whiteboards when  Demonstrate ‘boring verbs’ and give mins asking for ‘better’ verbs. examples and how we can change this.  Get children to read out some  Introduce a verb and get the children to examples. give you ‘better’ examples.  Choose which ones are the best ones to use (most interesting).

Time

Development / Pupils’ Activities:  Read the passage as a class – getting children to read a sentence each.  Using the passage on ppt, underline the verbs with interactive pen.  Go through one example of changing the verbs with one from the word bank – get the children to tell you example.  Make the children write out the passage in their books, changing the verbs as they go along and underlining them. Differentiation:

Challenge the higher ability children by making them use their own verbs and not the ones from the word bank whereas, lower ability children can choose from the ones on the board.

Plenary: Go through answers first using the answers on the word bank and then get higher ability children to read out their examples. AFL? Scaffolding and the role of adults: TA to work with George Bryans. Class teacher to oversee pupil’s behaviour and overall progress. Classroom Management: All children to sit at their desks and standard behaviour policy followed. Resources Needed:  Whiteboards/pens  SPAG books Health and Safety: All children sat down.

Assessment: Ask exam style question on verbs. Extension/Further Activities:  Children to make up their own sentences using verbs.  Also children can come up with the ‘best’ verb the can....