| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | English as second |
| What topic | CA CCSS for ELA/Literacy: w.9-10.5. WHST.9-10.5; L.9-10.1,3-6 |
| What length (min) | 20 |
| What age group | Year or Grade 9 |
| Class size | 25 |
| What curriculum | PartII, strands 3-5, corresponding to the CA CCSS for ELA/Literacy 3. W.9-10.5; WHST.9-10.5; SL.9-10.6; L.9-10.1,3. Using verbs and verb phrases (e.g., past, present, future, simple, progres-sive, perfect), and mood (e.g., subjunctive) appropriate to the text type and discipline to create a variety of texts that describe concrete and abstract ideas, explain procedures and sequences, summarize texts and ideas, and present and critique points of view. 4. Using nouns and noun phrases Expand noun phrases in a variety of ways (e.g., more complex clause embedding) rately describe concrete and abstract ideas, explain procedures and sequences, summarize texts and ideas, and present and critique points of view on a variety of academic topics. 5. Modifying to add details Expand sentences with a variety of adverbials (e.g., adverbs, adverb phrases and clauses, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a variety of familiar and new activities and processes. |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 7 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
CA CCSS for ELA/Literacy: w.9-10.5; WHST.9-10.5; L.9-10.1, 3-6
Grade 9
English as a Second Language (ESL)
20 Minutes
25 Students
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction | 3 mins | Introduce the lesson objectives and topic. Briefly explain the importance of using verbs, nouns, and adverbials. |
| 2 | Group Activity | 5 mins | Divide the class into 5 groups. Each group receives a brief text to summarize and critique. Encourage them to use varied sentence structures. |
| 3 | Printable Card Activity | 5 mins | Distribute printable cards for students to fill out with examples of verbs, noun phrases, and adverbials. Provide clear instructions on what to write. |
| 4 | Independent Work | 5 mins | Allow students to complete their cards silently. Circulate to assist and ensure students understand tasks. |
| 5 | Collection/Checking | 2 mins | Randomly collect the printable cards or check them as students submit them. Provide feedback where necessary. |
| 6 | Conclusion | 2 mins | Wrap up the lesson, reiterating the key points on using language structures effectively. Offer a preview of the next lesson. |
This lesson plan aligns with the national curriculum requirements for ELA/Literacy and covers essential skills for Grade 9 ESL students.
"Good morning, everyone! Today, we are going to focus on some important elements of English grammar. Our lesson objectives are:
Understanding how to use verbs, nouns, and adverbials effectively can enhance our writing and communication skills. Let's dive right in!"
"Now, I would like to divide you into five groups. Each group will receive a brief text to work with. Your task is to summarize and critique these texts. As you do so, please pay particular attention to using varied sentence structures and incorporating different verbs and nouns.
Once you're in your groups, we'll have about five minutes to discuss. Remember, cooperation is key! Let's get started."
"All right, everyone! I hope you had a productive discussion in your groups. Next, I'm going to hand out some printable cards to each of you.
On these cards, I would like you to write examples of:
Please take a moment to look back at your group’s text to find some specific examples to include. You have five minutes to complete this. If you have any questions, don’t hesitate to ask!"
"Now that you have your cards, please start filling them out quietly. Take your time to think about the examples you want to include. I will be walking around to assist you if you need any help.
Remember, this is your chance to show what you've learned about verbs, noun phrases, and adverbials, so make sure your examples are clear and relevant. You have five minutes!"
"Thank you for your hard work, everyone! Now, I would like to collect your printable cards. I will randomly check some of them to see how you’ve applied what we've discussed today.
If you feel confident, you can submit your card now as I walk around. I’ll provide feedback where necessary, so don’t worry if you are unsure about something; this is part of the learning process!"
"As we wrap up today’s lesson, I want to revisit the key points we've covered on how to use language structures effectively. We talked about verbs, noun phrases, and adverbials, and how they work together to create more detailed and descriptive sentences.
For our next lesson, we will further explore these concepts in writing. I encourage you to reflect on what you've learned today and think about how to incorporate these elements into your writing assignments.
Great job today, everyone! I look forward to seeing you in our next session!"
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A classroom with students ready to learn} | - Introduction to grammar elements - Objectives: - Use verbs and verb phrases - Expand noun phrases - Enhance sentences with adverbials - Collaborate and critique texts - Complete grammar usage cards |
| 2 | {Image: Students collaborating in groups} | - Group activity instructions - Divide into five groups - Task: Summarize and critique texts - Focus on varied sentence structures and vocabulary - Emphasize cooperation |
| 3 | {Image: Printable cards with writing supplies} | - Introduction to printable card activity - Write examples of: - Verbs and verb phrases - Detailed noun phrases - Adverbials for context - Look back at group texts |
| 4 | {Image: Students writing quietly} | - Independent work instructions - Fill out printable cards - Focus on clear and relevant examples - Teacher available for assistance |
| 5 | {Image: A teacher collecting students' work} | - Collection and checking process - Collect printable cards - Check application of learned concepts - Provide feedback - Encouragement for confidence in submissions |
| 6 | {Image: A recap of grammar concepts} | - Conclusion of the lesson - Key points to revisit: - Usage of verbs - Importance of noun phrases - Role of adverbials - Preview of next lesson on writing |
| 7 | {Image: Happy students after a lesson} | - Encouragement to reflect on learning - Importance of incorporating grammar concepts into writing - Thank you and looking forward to the next session - Great job today, everyone! |
| Question | Answer |
|---|---|
| What are the main types of verbs we discussed in today's lesson? | |
| How can expanding noun phrases enhance a sentence? | |
| What role do adverbials play in a sentence? | |
| Why is collaboration important when critiquing and summarizing texts? | |
| Give an example of a verb phrase you found in your text. | |
| How can you use adverbials to provide context in your writing? | |
| What are some strategies for enhancing sentence structure? | |
| Why is it important to provide detailed descriptions in writing? | |
| Can you summarize the key points we covered on verbs today? | |
| How do noun phrases contribute to the clarity of your writing? |
Can you explain the difference between a verb and a verb phrase, and give me an example of each from the text you worked on?
How can expanding a noun phrase enhance the clarity of a sentence? Can you provide an example from your group’s text that demonstrates this?
Why do you think adverbials are important in sentence structure? Can you share an adverbial from your work and explain how it adds context to the sentence?
In group discussions, what strategies did you use to critique the texts effectively? Can you share a specific insight you gained from your group's analysis?
How did collaborating in your group help you understand the grammatical concepts we covered? Can you describe any examples discussed that you found particularly enlightening?