Name: Jessica Mills EDEL 350 20GDue Date: Teach Date: Feb. 16 & 18Practicum Teacher: Ms. Koon Grade Level: 4th Lesson Topic: Natural Disasters with Parts of SpeechSubject: Language Arts//Writing/ScienceEmail: jnmills@bsu.edu Lesson Type: Whole Group (into small groups)Phone:(260) 703-0051

In Standards and Indicator:

Writing Learning Outcome 4.W.1 Write routinely over a variety of time frames and for a range of discipline-specific tasks, purposes, and audiences; apply reading standards to support reflection and response to literature and nonfiction texts.

Writing 4.W.6.1d Prepositions – Writing sentences that include prepositions, explaining their functions in the sentence.Writing 4.W.6.1a Nouns/Pronouns – Writing sentences that include relative pronouns (e.g., who, which) and reflexive pronouns (e.g., myself, ourselves) and explaining their functions in the sentence.Writing 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)

Standard 2: Earth Science Core Standard: Observe, investigate and give examples of ways that the shape of land changes over time. (4.2.1, 4.2.2, 4.2.3)

Science 4.2.3 Earth Science- Describe how earthquakes, volcanoes and landslides suddenly change the shape of the land.

Lesson Objective: Students will choose the correct parts of speech when combining them in sentences with vocabulary over natural disasters.

Materials/Media: visuals for prepositions and conjunctions, bags and word examples for activity, mystery item to hide for motivation, example sentences and words to use for assessment, projector, smart board, paper for flip tents

Motivation: I will have a hidden object at my station and use prepositions as directional clues to help them find and locate the object. [My rationale is the second part of my motivation.]

Rationale: “Today we are focusing on prepositions and conjunctions. Finding the object was only the first test. By the end, everyone will be a grammar master! To do this, you have to pass and defeat the master sentence, which requires you to use the above parts of speech correctly.”

Teach: On the projector or smart board, I will have visuals explaining the terms with an example sentence to match with the term. As I go through each term, students will participate by tell me if they believe the example sentence matches the term. This will help us lead into the ‘identifier words’ that are examples of that word. (For example, I will show a sentence with a preposition, and if the student is correct, I will have them show me which word they believe tells them that or is the preposition itself.) The students will also have flip tents (sheet of paper folded into thirds and sits up like a tent), and when we cover the terms, I will ask example words or sentences and they can match the term: preposition, coordinating conjunction, or subordinating conjunction on their flip tent.

● A preposition is a connecting word. It comes before a noun/pronoun and connects it to the rest of the sentence.

1. The noun/pronoun that follows the preposition is called the object of the preposition. The preposition and the object of the preposition are joined together to create a prepositional phrase. (Like I performed and mentioned in the motivation when I hid the object and gave clues)

2. Most prepositions tell about time, place, or movement.3. Common prepositions (visuals): about, above, across, after, around, at,

behind, below, beside, by, down, during, for, from, in, inside, into, near, of, on, outside, over, through, to, under, up, and with

● A conjunction is used to connect clauses, phrases or simple sentences together. Two types of conjunctions will be discussed, coordinating and subordinating.

● Coordinating conjunctions: and, but, or, and so (visuals)1. Use and to connect things that go together or are alike2. Use but to show a contrast3. Use or to show a choice4. Use so to tell that something that is cause and effect

● Subordinating conjunctions are used to connect two simple sentences in a special way. ● Subordinating conjunctions: after, before, as, while, until, becuase since, unless, and

although (visuals)1. Use after and before to tell when something happens2. Use as and while to tell two things that happen at the same time3. Use until to tell how long something takes or lasts4. Use because and since to tell why something happens or why something is

true5. Use unless to show an exception6. Use although to show a surprise or contrast

Check for Understanding:● Can you select the prepositional phrase out of this sentence? After the volcano erupted,

the city was destroyed.● Could you choose the correct conjunction to complete the sentence? The town was

demolished, _____because____ the landslide was too powerful.● Can we arrange a sentence that uses both a preposition and a conjunction?

Activities:Students will be divided into small groups for the activity, with their row mates. There will be 6 bags with these parts of speech on written on them: noun, pronoun, verb, conjunction, article, adjective, and preposition. Each bag will contain select science terms (tsunamis, landslides, volcanoes, earthquakes, etc) matching their part of speech. On the back of each word will contain a point value. The students must create a sentence using all the parts of speech provided that are drawn out of the bags. The students will earn the allotted point value for the word if used correctly in the sentence. For an extra challenge, students can create two sentences and try to combine them or use more than one of certain parts of speech to make complex sentences. The students can try to beat their sentence score depending with repeated trials. At the end for clean up, students must sort the words back into the correct parts of speech bags.

Assessment/Evaluation of Students Learning:Each student will receive two example sentences. For each sentence they are either filling in the correct preposition or conjunction to complete the sentence. Then I will provide them with a selected preposition and conjunction and must create a sentence showing the use of each one. They can either create a separate sentence for each or combine the two given words in one sentence.

Checklist:

Term: Given Sentence: Yes or No Given word: Yes or No

Preposition Chose the correct preposition

Used the word correctly

Conjunction Chose the correct conjunction

Used the word correctly

Review:● What can a preposition tell us?● Why do we use conjunctions?● What are the two types of conjunctions?● What makes up a prepositional phrase?

● Were we able to become grammar masters?

Resources:

Informational:

Odell, L., & Warriner, J. E. (2009). Elements of language. Austin, TX: Holt, Rinehart and Winston.

I found this book in Bracken Library with Educational Resources under the Reference section. I used this book for further research about English grammar and language that will be included in my Teach section of my lesson.

Practice Fourth grade language arts online. (n.d.). Retrieved February 09, 2016, from https://www.ixl.com/ela/grade-4

Ms. Koon told us about IXL and to use it as a resource to match up to our standards when researching for our lesson plan. It provides research and gives examples for practice as to where students should be performing by the end of the given lesson. I referenced the fourth grade language arts section. This information will be used during my Teach section of my lesson plan.

Wicker, C. (n.d.). Home Page. Retrieved February 09, 2016, from http://www.weatherwizkids.com/

I found this website when researching science vocabulary for my students to use during their

activity. It has research and details examples about natural disasters.

Instructional:

Oh, J. (2014, March 26). Play the Bag Game: Learn Parts of Speech. Retrieved February 09, 2016, from http://www.education.com/activity/article/play_word_bags_third/

I found this source online while doing a Google search for parts of speech games. I found this blog and website that showed numerous activities to do with children that were for specific subjects and grade level appropriate. I plan on adapting this activity to incorporate science vocabulary the children will be learning that week and to incorporate it into our unit plan.

Rueda, R., Saldivar, T., Shapiro, L., Templeton, S., Terry, C. A., Valentino, C., & Wolf, S. A. (2006). English. Boston: Houghton Mifflin Company.

I found this book in the Bracken Library Educational Resources under the Reference section. . This book was helpful for providing insight on incorporating Language Arts with other disciplinaries, such as Science.