What Am I?

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SWBAT use a noun, adjective, and verb in a sentence.

Big Idea

Students read, sort, and write words on a graphic organizer to classify nouns, verbs, and adjectives.


5 minutes

Common Core Connection and Introduction

L.1.1 states that students need to demonstrate command of the conventions of standard English grammar and usage when writing and speaking.  They must understand that words have meaning and are related to other words.  They need exposure to a wide variety of literature, informational text, and media to develop this skill in context.  This lesson allows for students to see how words can be categorized, connected, and used in a sentence.  It also gives them the opportunity to practice speaking and listening which has been a large shift in my teaching as I embrace Common Core.

Introductory Activity

As the lesson begins, students are seated in collaborative heterogeneous groups on the lounge.  I ask the class to talk about how we can sort/classify words. This is how I assess their prior knowledge.

Then, I explain that today we will learn to sort words based on the kind of word we are looking at and then we will us the word in a sentence.  I say, I can use adjectives, nouns, and verbs in sentences. They echo and repeat it with me. Repeating the lesson goals allows the students to take ownership of the lesson and remember the purpose.

Guided Practice

20 minutes

I put a graphic organizer: graphic organizer up on the board.  I fold it so it has 3 columns. The fold is vertical so I have three columns. The graphic organizer is in the resources.  I label the columns as adjectives, nouns, and verbs.  I review what each is and provide an example. They then give me at least five example for each column.  Last we create a sentence using several of the words.  Then we label the adjective, noun, and verb in the sentence.  Categorizing, creating, and labeling are all higher order thinking skills.  In teaching to the Common Core, I like to put a great deal of focus on using higher order thinking skills in each lesson.

Partner Work

20 minutes

The students go to their work area, and it is already set up: set up.  I give the class about twenty pre-cut words to sort on a piece of paper that I already folded.  Folding and pre-cutting just save instructional time.  Then they sort the words and write a sentence.  Check out the video showing student work: what am I.

Before I turn them loose to work we do the quick sentence part chant that is attached.  They need as much reminding as they can get to use proper punctuation and capitalization.

Student Reflection

10 minutes

I like to end my lessons by joining on the lounge and allowing two or three students to share their work.  This allows them to work on their speaking and listening skills.  Speaking especially is directly related to writing in the first grade, so I want to spend a lot of time building my students' skills in this area.  They write just like they speak.


5 minutes

Last, I want to assess their ability to use adjectives, verbs, and nouns. So, I ask each child to tell their partner a sentence with an adjective, a verb, and a noun, and then to label each part. Then I share some of my students' conversations and answers.

Finally, we chant the lesson goal to make sure the class remembers the goal: I can use adjectives, nouns, and verbs in a sentence.