Title: Jack and Jill went up the hill aka verbs in action

Lesson plan elaborated by: Magdalena Trysińska

Topic

Verb function in a sentence.

Focus group

4th‑grade students of an elementary school.

Core curriculum

II. Language education.

1. Polish grammar. Student:

1) recognizes parts of speech in the utterances (verb, noun, adjective, adverb, numeral, pronoun, preposition, conjunction, particle, exclamation) and define their functions in the text;

3) sees the role of the verb in the utterance, distinguishes between verbs made and imperfective, recognizes the impersonal forms of the verb: forms ending in -no, -to, constructions with themselves; understands their meaning in termination and functions in the text;

6) uses correct grammatical forms of different words;

2. Language differentiation. Pupil:

4) understands the literal and portable meaning of words in speech; recognizes ambiguous words, understands their meaning in the text and consciously uses them to create their own statements;

4. Spelling and punctuation. Pupil:

1) spelling correctly in spelling and applying spelling rules;

III. Creating a statement.

2. Speaking and writing. Student:

4) edits notes.

The general aim of education

Students learn the issues related to the verb function.

Key competences

• communicating in the mother tongue;

• communicating in foreign languages;

• learning to learn;

• social and civic competences.

Learning outcomes

Student:

• recognises a verb in statements;

• understands and discusses the function of the verb in a sentence;

• recognises onomatopoeic words;

• creates a coherent text on the topic discussed during the classes.

Methods / techniques

• giving: focused conversation

• problematic: activating – didactic game;

• practical: subject exercises;

• programmed: using computer, using e‑textbook.

Forms of work

• uniform individual activity

• group activity;

• collective activity.

Lesson plan overview (Process)

Introduction

1. The teacher determines the purpose of the class: „Today, you will repeat and consolidate the knowledge of the verb and its functions in a sentence”.

2. The teacher initiates a conversation directed by the question: „What are you doing in the morning?”; notes the verbs that students exchange (task 1 in abstract).

Realization

1. The teacher and students start the „Jack and Jill went up the hill” lesson. Then the class describes the activities and states shown in the cover illustration in the e‑manual (task 2).

2. Students start the first part of the recording.

3. The teacher discusses the infographic showing the function of the verb in a sentence. He draws students' attention to the central position of the verb and its role in the termination.

4. Students perform tasks 3 and 4 independently. The teacher checks the correctness of their implementation. Students can signal the difficulty of tasks thanks to a method or a system of colored cards (for example, the position of a green card on the desk means that the tasks are easy, yellow, they need little help, red - they do not cope with the task.

5. The teacher sums up this part of the lesson and introduces students to the next topic: onomatopoeia (verbs) in Polish and English. Since the task 5 proposed in abstract is in English, the teacher should carry out a similar task in Polish, eg in the form of competitive work in groups: which group will write the most sound‑imitating verbs in two / three minutes? Then the students form the task 5 themselves.

6. The teacher explains to pupils what phraseological relationships are, gives examples and asks students to give similar expressions to check , if they correctly understood what kind of expression is meant. Then the students perform tasks 6 and 7. The teacher cares for their proper implementation, discusses them together with the students.

7. Students perform the task 8 independently, which broadens and at the same time consolidates their lexical knowledge. Then, in pairs or small groups, they accomplish task 9: they create short stories with selected phrases.

Summary

Summary of classes by the teacher. The teacher asks students to write a short note about the verb function in the sentence in the notebook.

Homework

Describe your day in your notebook: what do you do from morning wake up to sleep (about 10 sentences). Highlight all verbs with a selected color.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Jack and Jill went up the hill aka verbs in action

You jump, you run, you perform a myriad of actions every day. You also enter different states, e.g. when you fall asleep. We use verbs to talk about all these actions.

A verb is a very important part of speech. You can’t build a sentence without a verb. We group all other words around a verb.

Verbs are central. You start with a verb, and then add other words. These other words are dependent on the verb. Our infographic illustrates this.

What do you call the sounds that animals make? Can you name them?

Words we use to name sounds are called onomatopoeias.

When we tell a story we often use proverbs or idioms. There are idioms in every language. It is not always possible to translate them. Make sure that you know Polish and English idioms.