Lesson plan by: Lauren McCoy Lesson: KABOOM! Identifying 4 Kinds of Sentences and Parts of

Speech

Length: 30 minutes of actual lesson (50 minutes with assessment) Grade: 7th Grade English

Standard: 7.6.4 Identify all parts of speech (verbs, nouns, pronouns, adjectives, adverbs, prepositions, conjunctions, and interjections) and the types and structure of sentences.

Objectives: When given a pre-test on parts of speech, students will correctly answer at least 4 out of 8

questions.

When given a pre-test on types of sentences students will correctly answer at least 4 out of 8 questions.

When given a post test on parts of speech, students will answer all questions, missing no more than 2

questions.

When given a post test on types of sentences, students will answer all questions, missing no more than

2 questions.

Students will actively participate in the game/ activity by voicing their opinions/thoughts 100% of the

time.

Assessment: Students will be assessed by their pre tests and post tests on this mini lesson in class. Their

scores should increase between the pre and post test. Assessment can also be noted or checked off by

teacher when they are doing the game in class, but the pre and post test should be sufficient for this

particular lesson.

Advanced Prep by Teacher: Teacher will need to make the pre and post test and the answer keys to

both as well. Teacher will need to gather and collect jars/ empty containers (about 5-6) for the class

activity. Also, teacher will need to cut strips of paper and write different types and examples of

sentences/ parts of speech on them. Make enough for 5-6 groups of students. Teacher will write

KABOOM on some strips of paper with either a type of sentence structure or part of speech, instead of

actually giving an example. When students draw a the KABOOM paper, they will need to quickly go to

the board and write their own example of whatever sentence or part of speech is written on their paper

slip. Teacher might want to get a healthy snack or candy to give to the winners of the game and make a

tally sheet to keep scores for the teams.

Intro/Motivation: Begin by telling the class that they have a pre AND post test on the same day. (Yay

for them right? as you watch their facial expressions of panic- this should really grab their attention)

Have the pre test lying out on their desks before they walk in the door so they know you are serious. But

then tell them they will be playing a fun game afterward, so they will have something to look forward to

for motivation.

Procedure:

1. After students are done with the pre test, tell them to raise their hand and you will come collect it.

Have them stay quiet while others are still working. (Gardener’s: Linguistic)

2. While students are taking the pre test, write the 4 types of sentences on the board (interrogative,

declarative, imperative, and exclamatory) leaving room for students to write examples under each type

of sentence. Also, write NOUN, VERB, ADJECTIVE or ADVERB on the board and leave room under those

as well. (Gardener’s: Visual/Spacial)

3. Once everyone is finished, begin a review of what parts of speech and the 4 different kinds of

sentences are (this should be review for them, or they should at least be somewhat familiar with this

material). This will be an open discussion for them. Explain in detail if they have any questions. Ask

questions like:

a. Can you recall the difference between a verb and an adverb? What is a declarative sentence? What’s

the different between an imperative and interrogative sentence? (Bloom’s Knowledge).

b. How would you classify this sentence: What are you doing? (Bloom’s Comprehension)

c. How would you use a regular noun in a sentence? An adjective? (Bloom’s Application).

d. Can you list all 8 parts of speech? How would you classify this sentence:” I am happy.” (Bloom’s

Analysis)

4. Once this is done, explain they are going to play a game called KABOOM! that focuses on the things

they just went over/discussed.

5. Split students into groups of 5 or 6 per group and explain the rules.

RULES/PROCEDURE of GAME: Students are put into teams of 5 or 6 and given a jar filled with pieces of

paper. One student at a time from each group will draw out a paper slip that has either a sentence type

or part of speech example on it. Students may talk amongst themselves in their groups for a few

seconds before deciding on the answer. Each group will announce what they had on their slip of paper

and give their answer (adjective, adverb, noun, verb, interrogative sentence, imperative sentence,

declarative, sentence, or exclamatory sentence). If their slip of paper they draw says KABOOM! The

student who drew it will need to go up to the board and write an EXAMPLE of whatever the slip asked

under the labels the teacher put on the board during their pre test. For example the paper might say:

Give an example of an imperative sentence, or give an example of an adjective, etc. Teacher will make

and keep a tally sheet for each team and correct mistakes or confusions along the way if they see

students not understanding. The game continues like so for about 10 minutes with students rotating

who draws the piece of paper from the jar/container. The teacher can give the winning team a prize.

(Gardener’s Interpersonal, Kinesthetic, Linguistic)

6. Students will then go back to their seats.

7. Teacher will hand out the post test and have the students take it. (Gardener’s: linguistic)

8. Collect post tests when students are done.

Closure: Ask students what they learned from this activity and discuss what they liked (or didn’t like)

about it. Ask students how they can use what they learned today in their future writing? (Bloom’

Application) What was particularly helpful about this activity?

Adaptations/Enrichment: This activity should be good for the LD students and one autistic student’s in

the class because they get to work with peers and discuss correct answers to questions and they also get

to interact with others. Also, if they get the KABOOM question, they will be allowed to take hints from

their group members when answering and getting up out of their seat might be a good thing to help

keep them engaged. For the pre and post test, I will ask LD students one on one if they want to go down

to the resource room or have me or someone else read them their tests. I will also modify their tests

and take off two questions and shorten the tests for them. However, most of the identified students in

my class typically do not take advantage of their accommodations and modifications.

Self-Reflection: I performed this lesson on October, 11, but I will attach my self-reflection later.