subject areas: Writing & Music grade: first
concept: Grammar Time: 45 minutes
GOING ON A GRAMMAR HUNT
Standards
Arts & Humanities: (PA Early Childhood Education Standards)
9.4 - Aesthetic Response
Understand that there are different opinions about works in the arts.
Communicate an individual opinion about the meaning of works in the arts.
Literacy (Pennsylvania Common Core Standards)
CC.1.1.1.B. - Demonstrate understanding of the organization and basic features of print.
CC.1.1.1.D. - Know and apply grade-level phonics and word analysis skills in decoding words.
CC.1.1.1.E. - Read with accuracy and fluency to support comprehension.
CC.1.1.1.F - Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Materials
—1 copy of lyrics to “Best Day of My Life”, “Let It Go”, and “Roar” for each student
—green, blue, and red markers for each student
—small white boards and dry erase marker for each student pair
—projector and connected computer with lyrics in word document
—white board and green, blue, and red dry erase markers for teacher
Objectives
1. Students will identify items needed to create a complete sentence.
2. Students will identify the nouns, verbs, and adjectives in given sentences.
3. Students will identify nouns, verbs, and adjectives in popular song lyrics.
Procedure
1. Create anchor chart to review nouns (person/place/thing) with examples of each.
2, Add verbs to review chart (action words) with examples.
3, Add adjectives to review chart (describing words) with examples describing nouns AND verbs.
4, Write 2 example sentences on board and ask pairs to write the noun, verb, and adjective on their white boards. Circle the noun in green, the verb in blue, and the adjective in red when everyone is ready to check their answers.
Application
5. Hand out lyrics to “Best Day of My Life” to each student. Listen to the song once. Students to follow along with their copies using a tracking finger.
6. Ask students to work in their pairs to find the nouns, verbs, and adjectives in the first line. They will write them on their white boards (“nouns = I, dream, clouds verbs = …” etc)
7. Repeat for third line, thirteenth and fifteenth.
Elaboration
8. Pass out lyrics to “Let It Go”. Listen to the song twice, following along with a tracking finger.
9. Ask children to work in pairs to circle all of the nouns in green marker, verbs in blue, and adjectives in red throughout the entire song.
10. On the back of the lyrics they will list all of the nouns, verbs, and adjectives in their respective colors (for multiple uses, add number of times used next to word, i.e. “I = 6 times”)
Evaluation
The students will do the above independently using the lyrics to “Roar” on the following day. These will be checked by the teacher for accuracy (as well as the partner work for “Let It Go”). If further review is needed it will be completed in small groups according to needs.
Standards
Arts & Humanities: (PA Early Childhood Education Standards)
9.4 - Aesthetic Response
Understand that there are different opinions about works in the arts.
Communicate an individual opinion about the meaning of works in the arts.
Literacy (Pennsylvania Common Core Standards)
CC.1.1.1.B. - Demonstrate understanding of the organization and basic features of print.
CC.1.1.1.D. - Know and apply grade-level phonics and word analysis skills in decoding words.
CC.1.1.1.E. - Read with accuracy and fluency to support comprehension.
CC.1.1.1.F - Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Materials
—1 copy of lyrics to “Best Day of My Life”, “Let It Go”, and “Roar” for each student
—green, blue, and red markers for each student
—small white boards and dry erase marker for each student pair
—projector and connected computer with lyrics in word document
—white board and green, blue, and red dry erase markers for teacher
Objectives
1. Students will identify items needed to create a complete sentence.
2. Students will identify the nouns, verbs, and adjectives in given sentences.
3. Students will identify nouns, verbs, and adjectives in popular song lyrics.
Procedure
1. Create anchor chart to review nouns (person/place/thing) with examples of each.
2, Add verbs to review chart (action words) with examples.
3, Add adjectives to review chart (describing words) with examples describing nouns AND verbs.
4, Write 2 example sentences on board and ask pairs to write the noun, verb, and adjective on their white boards. Circle the noun in green, the verb in blue, and the adjective in red when everyone is ready to check their answers.
Application
5. Hand out lyrics to “Best Day of My Life” to each student. Listen to the song once. Students to follow along with their copies using a tracking finger.
6. Ask students to work in their pairs to find the nouns, verbs, and adjectives in the first line. They will write them on their white boards (“nouns = I, dream, clouds verbs = …” etc)
7. Repeat for third line, thirteenth and fifteenth.
Elaboration
8. Pass out lyrics to “Let It Go”. Listen to the song twice, following along with a tracking finger.
9. Ask children to work in pairs to circle all of the nouns in green marker, verbs in blue, and adjectives in red throughout the entire song.
10. On the back of the lyrics they will list all of the nouns, verbs, and adjectives in their respective colors (for multiple uses, add number of times used next to word, i.e. “I = 6 times”)
Evaluation
The students will do the above independently using the lyrics to “Roar” on the following day. These will be checked by the teacher for accuracy (as well as the partner work for “Let It Go”). If further review is needed it will be completed in small groups according to needs.
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