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. Her ___ to help was kind. (decide) (decisive / decisively / decision / decide) → decisionPrompt: What job does the gap do: a thing (noun), describing (adjective), action (verb) or how (adverb)?
- Is this sentence literal or figurative? Grandma was all ears when I told my story. (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. When Mo saw the spider, he jumped out of his skin. What does "jumped out of his skin" mean? (He jumped very high. / He hurt himself. / He took off his coat. / He was very startled.) → He was very startled.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 walk to school every day. What word class is "walk" 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 "hard" an adverb? (That puzzle was hard. / The ice is hard. / A hard hat keeps you safe. / It rained hard all night.) → It rained hard all night.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.
- 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 "cold" a noun? (Ella has a cold. / Cold air came in. / It's a cold day. / The soup is cold.) → Ella has a cold.Prompt: Find the word in each sentence and ask what job it does.
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