English lesson plan · 5th grade (Year 6 in England) · 45 minutes
Same word, different job: noun, verb, adjective or adverb?
Grammar
CCSS L.5.1CCSS L.5.4.AEngland: Y5/6 GPS (word classes)England: KS2 SATs GPS
Objective and success criteria
Students will: Same word, different job: noun, verb, adjective or adverb?.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Word families and word classes; Literal or figurative? Phrases that don't mean what they say
Leads to: before, after, since: preposition, conjunction or adverb?
Materials: Sentence strips, Highlighters, Mini whiteboards, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Word families and word classes; Literal or figurative? Phrases that don't mean what they say). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Choose the form of the word that fits the sentence. They worked ___ to finish on time. (care) (care / carefully / careless / careful) → carefullyPrompt: What job does the gap do: a thing (noun), describing (adjective), action (verb) or how (adverb)?
- Is this sentence literal or figurative? Keep an eye on your little sister. (literal: it means exactly what it says / figurative: it means something different) → figurative: it means something differentPrompt: Picture exactly what the words say. Could it really happen?
- Read the sentence. Gran said, "Hold your horses! We'll leave in a minute." What does she mean? (Hurry up. / Feed the horses. / Hold on tightly. / Wait and be patient.) → Wait and be patient.Prompt: The words do not mean exactly what they say.
Hook · 5 min
- Show a sentence with the grammar point used wrongly and ask what sounds odd.
- Share the objective: Same word, different job: noun, verb, adjective or adverb?. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Work hard and you will improve. What word class is "hard" in this sentence?
- Step 1: A word's class depends on how it is used in the sentence.
- Step 2: So the answer is: adverb
- Answer: adverb
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- We plan to visit Gran. What word class is "plan" in this sentence? (noun / verb / adjective / adverb) → verbPrompt: Look at the job the word does in THIS sentence.
- Read the question. In which sentence is "clean" an adjective? (The towels are clean. / We clean the car on Sundays. / They will clean the windows. / Clean the table, please.) → The towels are clean.Prompt: Find the word in each sentence and ask what job it does.
You do: independent practice · 10 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Read the question. In which sentence is "watch" a verb? (He wears a gold watch. / The watch has a red strap. / My watch is broken. / Let's watch the match.) → Let's watch the match.Prompt: Find the word in each sentence and ask what job it does.
- We caught an early bus. What word class is "early" in this sentence? (noun / verb / adjective / adverb) → adjectivePrompt: Look at the job the word does in THIS sentence.
Watch out for
- Naming the feature but not using it in their own sentences.
- Thinking a sentence is right because it sounds right when spoken casually.
Support and stretch
Support
- Review first: Word families and word classes.
- Use concrete materials: sentence strips.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: before, after, since: preposition, conjunction or adverb?.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-5.
Free lesson plan from eurekami.com/lesson-plan-builder