Parts of Speech Scavenger Hunt

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Objective

SWBAT identify nouns, verbs, and adjectives and use appropriately to demonstrate types of sentences.

Big Idea

Parts of Speech are needed in writing sentences.

Reviewing Sentence Types

10 minutes

As students return to school in August after summer break, I like to review the basic sentence types with them – simple, compound, complex.  I remind them that to have stellar written pieces, we need to incorporate a variety of sentence styles.  Over- using one, can cause the same effect as under-use – remember “Everything in moderation!”

Using the Types of Sentences Power Point provided students an opportunity to examine their prior knowledge in this area.

Review Nouns, Verbs, Adjectives

20 minutes

Again, I reviewed these three basic parts of speech usingNouns, Verbs, Adjectives”.  This provided an opportunity for me to evaluate students’ prior knowledge in this area.  As I reviewed the power point, I gave students a Resource Sheet to glue in their notebooks.  If nouns, verbs, or adjectives are confusing to students, I encouraged them to add notes to clarify the differences as we reviewed.

Scavenger Hunt

30 minutes

For the Parts of Speech Scavenger Hunt, I divided the class into three groups.  Each group is assigned either nouns, verbs, or adjectives.  Although the group is working together, each person in the group must keep their own list.

I took students out to the courtyard (or it could be within the classroom).  Each group must generate a list of words that fit their part of speech based on observation.  Noun group lists nouns that they see in the courtyard.  I discouraged the students from including proper nouns.  Verb group records actions that the nouns could be doing – action verbs.  Adjective group produces words that describe the nouns observed accurately.

When we returned to the classroom, students were reorganized into small groups.  Each group consisted of one student from the noun group, one from the verb group, and one from the adjective group.  Within their groups, students generated sentences – simple, compound, complex -  using the words from their lists. 

After creating these sentences, we spent time as a whole class sharing and identifying the types of sentences.  We discussed the content of the sentences – did the sentences make sense - and the correct punctuation. 

This activity was two-fold purpose – addressing prior knowledge that the students should have as they enter seventh grade but providing an opportunity for them to practice parts of speech identification and types of sentences.  It also presented a chance for students to collaborate in a supportive atmosphere while getting to know new classmates.