Word Choice Matters!

1. I can identify different parts of speech in a story. 
   • I can replace the identified parts of speech with new vocabulary to create a new sentence. 
2. I can use a model to write a complete sentence.
3. I can understand why an author uses specific vocabulary in a story.
   • I can explain why the author uses specific vocabulary.
   • I can change this vocabulary to create a new story with new meaning.

• List all instructional materials and technology to be used considering both CRP and UDL
  • A list of diverse text
    • Gazpacho for Nacho (the example used for this lesson)
• Kahoot: Warm Up
• Google Slides Presentation with Pear Deck integration
• Google Slides Presentation without Pear Deck integration
  • Can be done if projected by teacher’s computer
  • Call on students to complete examples
• Online Dictionary
• Online Thesaurus
• Computers
• Exit Ticket – Student View – Google Form  and Teacher Force Copy – Google Form
• Exit Ticket – Google Doc this is view only, you will need to make a copy

Facilitating Learning

In order to facilitate learning for this lesson the following strategies will be used: questioning, small group, pair work, share-outs, and open discussions.

Lesson Introduction

A short Kahoot will be utilized in addition to brief small group discussion on the question provided in the slideshow. The discussion sentence will be taken from the text that was read prior to this lesson. So, students are already familiar with the text. (10 minutes)

• Given this sentence, can you identify the nouns, verbs, and adjectives? Can you explain the meaning?

Sequence of Events & Time Frame

You will need the Google Slides Presentation

• Review of lesson objectives, standards, and review (5 minutes)
• Warm Up activity (10 minutes)
• Pear Deck – Whole class mini lesson (15 minutes)
• Pear Deck – Small group teams (10 minutes)
• Wrap Up & Exit Ticket (5 minutes)

Tying Activities to Assessments

Formative assessment will occur after each Pear Deck slide. Additionally, an exit ticket will be given with the same format as the sample questions of the mini lesson and small group team. 

Future Options

There are many possible options of where to go after this lesson is complete. If students did not do well with the lesson, then re-teaching is needed. However, if students did do well, then there is a list of follow-up activities included below. 

• There are multiple pages in the book; as a class, make a new story. 
  • Decide on character names, theme, or context of the story.
  • Assign a page of the text to individual students, pairs, or assign multiple pages to small groups.
  • Write a new story using the original as a model. 
• The story was used as a model for writing. Select another story from the diverse text list provided or choose one of your own. Repeat the lesson with fewer scaffolds. 
• Put students into small groups and let them pick a text to recreate.

Opportunities for CRP, UDL, & Technology

There are ample opportunities for CRP,  UDL, and technology throughout the lesson. The lesson allows for different levels of use with technology. Additionally, materials are presented in multiple means and students are able to engage through various methods, whether in writing, Kahoot, or the Pear Deck integration (individually, with a partner, or a small group). CRP is used through the selected text, using translanguaging, and students will be tasked with analyzing language for meaning within the text and in turn creating their own sentences through modeling and sharing out.

From the Indiana Academic Standards English Language Arts: Grade 2

• 2.W.6.1b Verbs –
  • A. Writing sentences that use the past tense of frequently occurring irregular verbs.
  • B. Understanding the functions of different types of verbs (e.g., action, linking) in sentences.
• 2.W.6.1c Adjectives/Adverbs –Writing sentences that use adjectives and adverbs
• 2.RV.3.1 – Recognize that authors use words (e.g., regular beats, repeating lines, simile, alliteration, onomatopoeia, idioms) to provide rhythm and meaning in a story, poem, or song.

From the Indiana Academic Standards English Language Arts: Grade 3

• 3.W.6.1b Verbs – Writing sentences that use regular and irregular verbs and simple verb tenses to convey various times, sequences, states, and conditions.

• 3.RV.3.1 – Determine how the author uses words and phrases to provide meaning to works of literature, distinguishing literal from nonliteral language, including figurative language (e.g., similes).

From the Indiana Academic Standards English Language Arts: Grade 4

• 4.W.6.1e Usage – Writing correctly complete simple, compound, and complex declarative, interrogative, imperative, and exclamatory sentences, using coordinating and subordinating conjunctions (e.g., yet, nor, so).

• 4.RV.3.1 – Determine how words and phrases provide meaning to works of literature, including figurative language (e.g., similes, metaphors, or hyperbole).