Title of Lesson Make Your Grammar Connection? Grade Level Grade 3-4Curriculum Area Language Arts: Parts of Speech Time Frame Four weeks unit

Developed By Sharon MooreIdentify Desired Results (Stage 1)

Established GoalsThe following standards are applicable to the Georgia Performance Standards implemented as of the 2004-05 school year.ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Correctly identifies and uses subject/verb agreement and adjectives. b. Identifies and uses nouns (singular, plural, possessive) correctly. c. Identifies and uses contractions correctly. d. Identifies and uses personal and possessive pronouns. e. Speaks and writes in complete and coherent sentences. f. Identifies and uses increasingly complex sentence structure. g. Distinguishes between complete and incomplete sentences. h. Demonstrates knowledge of when to use formal or informal language exchanges (e.g., slang, colloquialisms, idioms). i. When appropriate, determines the meaning of a word based on how it is used in an orally presented sentence. j. Uses resources (encyclopedias, Internet, books) to research and share information about a topic. k. Uses the dictionary and thesaurus to support word choices. l. Uses common rules of spelling and corrects words using dictionaries and other resources. m. Uses appropriate capitalization and punctuation (end marks, commas, apostrophes, quotation marks). n. Writes legibly in cursive, leaving space between letters in a word and between words in a sentence.

Big Ideas/Understandings Essential QuestionsEnduring Understandings Overarching Topical

Students will understand that … The effective writer adheres to principles of grammar when

writing to be understood. Using correct grammar in both written and oral formats will

help to increase understanding.

1. What are parts of speech?2. How does using parts of speech affect me in my daily life?3. How can I use the

1. What is a verb and what does it do?2. How do I know when the verb and subject agree?3. How do I use verbs and

Successful writers use parts of speech correctly in effective sentences.

There are rules controlling both written and oral expression of the English language.

Using good grammar ultimately contributes to the level of understanding of things you must communicate to others.

knowledge I have about parts of speech and good grammar?4. What support do I have that helps me to know when I am using grammar correctly?5. How can parts of speech be combined with phrases or tenses for effective written and spoken sentences?6. What principles of grammar do effective writers use?7. How does a person apply the rules of English in written and spoken format?8. Why is control of the rules of English language important in both written and oral language?

subjects together effectively?4. What is a noun and what does it do? What is its job?5. How do you know when a noun is singular, plural, or possessive?6. How do I identify singular, plural, or possessive nouns?7. Do all plural nouns require an “s?”8. What are the rules of English for forming a singular or plural possessive noun?9. How do you know when you are using nouns correctly?10. What is an adjective and what does it modify?11. What questions does an adjective answer? (which one, what kind, and how many)12. How do you know when you are using adjectives correctly?13. What are personal and possessive pronouns, and how do I use them?14. Why do writers use personal and possessive pronouns?15. Are apostrophes ever used in pronouns?

Related MisconceptionsMisconceptions:

Knowing the definition of a particular part of speech is enough to make you a good writer and speaker.

Grammar improves writing. A rule is a rule. Rules are not made to be broken. Only adjectives describe.

Knowledge Students will know… Skills Students will be able to…I. How to identify a noun, verb, and adjective.II. How to revise sentences and writing as it relates to parts of

speech.III. How to use nouns, verbs, and adjectives correctly.IV. How to create sentences in which the subject and verb

agree.V. What the rules are for using parts of speech correctly.VI. How to tell when parts of speech have been used correctly.VII. Why writers use stages of writing.VIII. What stage of writing is best for addressing writing related to

parts of speech.

Identify the parts of speech covered in this unit plan. Define what a noun, verb, adjective, and pronoun are. Identify kinds of nouns and their uses. Identify kinds of verbs and their uses. Identify kinds of pronouns and their uses. Read sentences and identify nouns, verbs, adjectives,

and pronouns. Revise a written piece for correct usage of parts of

speech. Create a written piece using parts of speech correctly. Revise their own written piece during the revision stage

IX. How to identify and use pronoun types correctly.X. Correct vocabulary terminology and definitions when

speaking about parts of speech.

of the writing process. Effectively use the rules of grammar when speaking and

writing.Assessment Evidence (Stage 2) Performance Task Description

Performance Task 1:The students will create a portfolio by going through several stations and collecting evidence of understanding at each station. The students will rotate daily. A schedule of activities is included. The students will begin with a parts of speech pretest. Their portfolio will include activities, a Self Assessment after each module, a quiz at the midway point of the unit, online practice, and a final test. All of this information must be put in one folder with an attached checklist. Facets 1, 2, and 3

GoalEach employee of the text book company must determine and increase their level of knowledge and understanding of how best to use the parts of speech correctly. They must create a format for students to demonstrate understanding of the proposed concepts.

Role Their role is to be proactive in enhancing their knowledge and use of the parts of speech in the English language. You are a text book task master that creates learning modules for teaching educational concepts.

Audience The work will be done for your boss, students, parents, and teachers.

SituationThe challenge is to be able to identify, apply, revise, and create a product that reflects the correct understanding and usage of the parts of speech in English. You must be able to present your findings to the boss at your scheduled conference.

Product/Performance

Present a sample portfolio that represents what the students would be expected to do.

Standards Demonstrate sufficient knowledge and understanding of the ELA3C1 Georgia Performance Standards. You will be judged by your boss and two supervisors using a rubric provided at the beginning of the assignment.

Other Evidence: Class participation and small group discussions, quizzes, tests, and an informational essay. Self Assessment Checklist Modules: Module 1, Module 2, Module 3, and Module 4Performance Task 2:Create a simple parts of speech game for third grade students.Facets 4, 5, and 6.

Goal The inventor will create a game that allows its players to review their knowledge of the parts of speech.Role Your role is that of inventor.

Audience You have been asked by your employer to create a fascinating new game to present to the consumers.Situation You are new to the company and sales have been decreasing in the educational games department. The

company is in the red and needs a big hit to boost total company sales.Product/

PerformanceYou will produce a game for the department to review prior to production. The sales meeting is at the end of the month.

Standards Each member of the team will complete a review of your product. A rubric will be used by the assessors.Other Evidence: Demonstration of the game. Rubric is provided.

Learning Plan (Stage 3)Where are your students headed? Where have Explain that there are eight parts of speech and we are going to address 4 of them

they been? How will you make sure the students know where they are going?

in the unit.

How will you hook students at beginning of lesson?

The students will play a scavenger hunt game. The students will complete a discussion using think, pair, share.

What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?

Students will take the pretest on parts of speech.Students will complete a dictionary find activity.Students will complete a word cube activity within a group.Students will complete nouns, adjectives, and verbs ad libs. They will complete review sheets with ad libs. (Herbek)Students will complete a sorting activity. A sorting worksheet will follow. (Jacobson, 2002)Students will complete a Wall of Words game. They will complete Lights, Camera, Action game.Students will complete The Three Microscopic Pigs activity and Clued In activity. (Martin, 2006)Students will watch a nouns and verbs PowerPoint presentation and then play 20 Questions.Students will watch pronouns and adjectives PowerPoint presentations and then play 20 questions. Students will write an essay that clarifies what they learned about parts of speech.Students will create and present their games.Students will participate in a game day playing the games from the previous day.Students will participate in a rotating reading day. Students will be expected to discuss the book within their group after reading it. They will rotate once each day, for two days.Students will compete in a team Jeopardy review game. All questions are related to parts of speech.Students will take a test to assess what they learned about parts of speech.

How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?

Students will complete review activities related to hands on activities. They will also take a quiz midway the unit and write creatively about the lesson topic. All of the activities will include scaffolded support from the teacher.

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the lesson?

Students will do a self-assessment of progress and understanding about the topic. Students will create and present a game that reviews the parts of speech.

How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?

Flexible grouping will be used along with different presentations of information. Some of the activities are written and some require bodily kinesthetics. All instructions will be written and given orally.

How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?

I have designed the lesson assessments and activities using the six facets of understanding. Students will explain their understanding of parts of speech through writing; interpret how to use them together with the word cube activity; and apply their knowledge through sorting and completing ad libs. They will then critique the place of parts of speech in written and oral use through an informational piece. Finally, they will demonstrate empathy and self knowledge through the creation of a

user friendly game related to parts of speech.

MATERIALS Dictionaries, word cube templates, chart paper, ad lib and sorting sheets; PowerPoint lesson on nouns, verbs, adjectives, and pronouns; Wall of Words mat, computerized 20 Questions and Jeopardy games, computer time, and video camera.

Lesson ModulesWeek 1- Module 1

Prep work- Pretest and written statement on what is a noun, verb, adjective, and pronoun. Written statement must include examplesDay 1- Dictionary definitions Day 2- Parts of speech scavenger huntDay 2- Think, pair, share on parts of speechDay 3- Parts of speech word cubesDay 4- Parts of speech ad libs (complete worksheet after practice)-refer to attached PDF Day 5- Parts of speech sorting- refer to PDF for activity (complete worksheet after sorting)

Week 2- Module 2Day 6- Wall of Words; and Lights, Camera, Action activity- refer to attached PDFDay 7- The Three Microscopic Pigs and Clued In activity- refer to attached PDF Day 8- PowerPoint lessons on nouns and verbs/ play game afterwards (sheet)Day 9- PowerPoint lessons on adjectives and pronouns/ play game afterwards (sheet) Day 10 - Grammar Blast for review quiz/ Alternate paper quiz

Week 3- Module 3Day 11- Essay using parts of speech correctly and explaining parts of speech as well. Refer to rubric for details. Support will be scaffolded.Day 12-13 Make a game (rubric)Day 14- Parts of speech game presentation (rubric)Day 15- Parts of speech game day

Week 4- Module 4Day 16- Parts of speech reading day in small groups

A. Hairy, Scary, Ordinary : What is an adjective?

B. To Root, To Toot, To Parachute: What Is a Verb?

Day 17- Parts of speech reading day continued…A. I and You and Don’t Forget Who: What is a Pronoun?

Students will create a list on chart paper of the pronouns used. On the other side of the chart they will list the noun that the pronoun replaces. They will need to write a brief reflection on how what they learned affects them in real life.

B. A Mink, a Fink, a Skating Rink: What is a noun?

Students will make an ongoing list of nouns used in the story. They will discuss what the words have in common and how best to use that information.

Day 18- Parts of Speech Jeopardy / sheetDay 19- Posttest on parts of speech

Student Self Assessment ChecklistModule 1

Facet 6Day Assignment Student Rating Teacher

Signature and comments

1 Dictionary Definitions

turned in for review

CompleteNot Complete

In Progress

2 Scavenger Hunt CompleteNot complete

3 Word cube sentences

turned in for review

CompleteNot Complete

In Progress

4 Parts of Speech Ad Libs

Complete Not Complete

In Progress

5 Parts of Speech Sorting

Complete Not Complete

In ProgressHow do you feel about nouns, verbs, adjectives, and pronouns? Choose one of the following three options.( ) I understand them and am good at them ( ) I understand but my skills still need improvement( ) I still do not understand ________________Please enter comments below about what you learned in this module. (3 Sentences minimum)

Student Self Assessment ChecklistModule 2

Day Assignment Student Rating Teacher Signature

and comments

1 A. Wall of Words

B. Lights, Camera, Action

Complete Not Complete In Progress

Complete Not Complete In Progress

2 A. The Three Microscopic Pigs

B. Clued In

Complete Not Complete In Progress

Complete Not Complete In Progress

3 Nouns and Verbs PowerPoint

CompleteNot Complete

In Progress4 Adjectives and

Pronouns PowerPoint

Complete Not Complete

In Progress

5 Grammar Blast(Record Scores)

Complete Not Complete

In ProgressHow do you feel about nouns, verbs, adjectives, and pronouns? Choose one of the following three options.( ) I understand them and am good at them ( ) I understand but my skills still need improvement( ) I still do not understand ________________Please enter comments below about what you learned in this module. (3 Sentences minimum)

Student Self Assessment ChecklistModule 3

Day Assignment Student Rating Teacher Signatur

e and commen

ts1 Essay Complete

Not CompleteIn Progress

2-3 Make a Game CompleteNot Complete

In Progress4 Game

PresentationComplete

Not Complete5 Game Day Complete

Not CompleteHow do you feel about nouns, verbs, adjectives, and pronouns? Choose one of the following three options.( ) I understand them and am good at them ( ) I understand but my skills still need improvement( ) I still do not understand ________________Please enter comments below about what you learned in this module. (3 Sentences minimum)

Student Self Assessment ChecklistModule 4

Day Assignment Student Rating Teacher Signatur

e and commen

ts1 Small Group

Reading DayComplete

Not Complete

2 Small Group Reading Day

Complete

Not Complete

3 Jeopardy Review Game

CompleteNot Complete

4 Posttest CompleteNot Complete

How do you feel about nouns, verbs, adjectives, and pronouns? Choose one of the following three options.( ) I understand them and am good at them ( ) I understand but my skills still need improvement( ) I still do not understand ________________Please enter comments below about what you learned in this module. (3 Sentences minimum)

Parts of Speech Test facet 3

Circle all the nouns in the following sentences.

1. The announcer said that the bus for Minneapolis would leave in thirty minutes.

2. Dr. Cooper was in college with my father.

3. John wanted to change the ribbon on his typewriter, but the ribbon would not cooperate.

4. There was a scream of skidding tires and then a metallic thud, followed by the sound of splintered glass.

5. Bob and his brother crossed the continent in their old car last summer.

Underline the verbs in the following sentences twice.

6. The band uniforms finally arrived just before Christmas.

7. The trainer stepped into the cage of the wounded lion.

8. The sophomore class has a very good attendance record.

9. Jack walked unsteadily to the stage and swallowed hard.

10.The author tells of his childhood in a Wyoming ranch.

Underline the pronouns once. Put an x over the noun that the pronoun replaces. 11.The doctor told the boys that they could use his boat.

12.Bob, your father wants you to call him.

13.Helen and Karen finished the test first; they found it easy.

14.The long run brought the crowd to its feet.

15.Jane has her own ideas, but her family does not agree with the decision.

Underline the adjectives and identify the word it modifies.

16.The old house had been empty for several years.

17.The second team played during the last quarter.

18.The new coach seems pleasant and competent.

19.The old elephant was suffering from a bad toothache.

20.A magnetic field surrounds the entire earth.

Name ____________________Period ___________

Parts of Speech Quiz facet 3 Circle each of the following parts of speech in each sentence.

A. Find the NOUN(s) in each sentence.

1. Please put these new books in the bookcase over there.

2. A computer can store and retrieve information.

3. Does Tim live in a house or in an apartment?

4. Ms. Enriquez believes wealth cannot buy happiness.

B. Find the VERB in each sentence, and underline it twice.

1. Joey ran to the store.

2. The boxer is strong.

3. The teacher helped the student with her homework.

4. Thick clouds cover the planet Venus.

C. Find the PRONOUN in each sentence, and put a box around it.

1. A spotted coat helps the leopard hide from its prey.

2. Snow covered the ballpark earlier, but it melted.

3. Ken came by and picked up his basketball before supper.

4. Many artists built their studios in old warehouses.

D. Find the ADJECTIVE(s) in each sentence. Put an x on it, and draw an arrow to the word it modifies.

1. The huge crowd appeared excited and restless.

2. Two old prospectors and a weary mule trudged across the desert.

3. The loyal fans cheered their team in the game.

4. Our European guests were weary after the long trip.

Making A Game : Nouns Game (facets 1-6)Teacher Name: Mrs. Moore

Student Name:     ________________________________________

CATEGORY 4 (Accomplished) 3 (Developing) 2 (Beginning) 1 (Needs Improvement) Rules Rules were written clearly

enough that all could easily participate.

Rules were written, but one part of the game needed slightly more explanation.

Rules were written, but people had some difficulty figuring out the game.

The rules were not written.

Game Pieces All game pieces are included, are well made, and there are enough pieces for the game to be played by at least two players.

All games pieces are included; most are well made, and there are enough pieces for at least two players.

Some pieces are missing or poorly made, but the game can still be played.

Most of the pieces are missing and the game cannot be played.

Accuracy of Content

All information provided for the game is correct and written down.

Most of the information provided for the game is correct and written down.

Some of the information provided for the game is correct, but not written down.

Minimal correct information is given and may or may not be written down.

Skill Defined The game clearly focuses on the part of speech from the lesson.

Most of the game focuses on the part of speech from the lesson; a few questions do not relate to parts of speech.

Some of the game focuses on the part of speech from the lesson.

The game is very random and the same skill is not covered for the whole game.

Creativity The game creator put a lot of thought into making the game interesting and fun to play as shown by creative questions, game pieces and/or game board.

The game creator put some thought into making the game interesting and fun to play by using textures, fancy writing, and/or interesting characters.

The game creator tried to make the game interesting and fun, but some of the things made it harder to understand/enjoy the game.

Little thought was put into making the game interesting or fun.

Development The game demonstrates thoughtful use and depth of knowledge about parts of speech.

The game demonstrates some thoughtfulness and depth of knowledge about parts of speech.

Little thought was given to the organization or knowledge needed about parts of speech.

Game creation appears random with no overall design.

Oral Presentation Rubric : Game Presentation (facets 1-6)

Teacher Name: Mrs. Moore

Student Name:     ________________________________________

CATEGORY 4 3 2 1 Enthusiasm Facial expressions and body

language generate a strong interest and enthusiasm about the game.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the game.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.

Very little use of facial expressions or body language. Did not generate much interest in the game.

Preparedness Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one to 5 words.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces more than five but less than ten words.

Often mumbles or can not be understood OR mispronounces more than ten words.

Vocabulary Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.

Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.

Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.

Uses several (5 or more) words or phrases that are not understood by the audience.

Content Shows a full understanding of the part of speech related to the game.

Shows a good understanding of the part of speech related to the game.

Shows some understanding of part of speech related to the game.

Does not seem to understand the part of speech very well that is related to the game.

Comprehension Student is able to accurately answer almost all questions posed by classmates about the game.

Student is able to accurately answer most questions posed by classmates about the game.

Student is able to accurately answer a few questions posed by classmates about the game, but needs the teacher's support.

Student is unable to accurately answer questions posed by classmates about the game.

Time-Limit Presentation is 5-6 minutes long.

Presentation is 4 minutes long.

Presentation is 3 minutes long. Presentation is less than 3 minutes OR more than 6 minutes.

Listens to Other Presentations

Listens intently. Does not make distracting noises or movements.

Listens intently but has one distracting noise or movement.

Sometimes does not appear to be listening but is not distracting.

Sometimes does not appear to be listening and has distracting noises or movements.

Writing Rubric (facets 1, 2, 4, and 6)

Tasks 3 Points 2 Points 1 Point

Title Product has an appropriate title

Product has a title, but does not match

the topic

Product has no title

Ideas and Content

States main idea and three

supporting details.

States the main idea and two

supporting details.

States main idea and one supporting

detail.

Organization

Uses logical order. Beginning, middle

and end.

Uses the incorrect order.

Uses no order.

Style Readable, uses describing words.

Hard to read, few describing words.

Not readable.

Capitalization,

punctuation, and usage

Product has no more than 3 errors.

Most capitalization and punctuation is correct, but has 4-5

errors.

Some or no punctuation or capitalization is correct, and has more than 6 or more errors.

Student Essay Requirements

1. You must include a title that expresses the main idea of your writing.2. You must include your main idea in the first or last sentence. You can put it in both places.3. You need to include as many supporting details as necessary to support your main idea.A. Include an explanation of definition of parts of speech.B. Explain your understanding of the benefit of correctly using parts of speech.C. Include how knowing and understanding parts of speech helps you with written and oral expression.D. Apply your knowledge of the parts of speech in this informational piece.E. Include why you believe people find it difficult to use parts of speech in a meaningful way.F. Explain your comfort level in using the four different parts of speech in our unit.G. Discuss any discoveries you may have made during the completion of the weekly modules.4. The information should be presented in an understandable and logical way. 5. Your information should be legible and easy to read.6. Please attend to conventions. Pay close attention to spelling, grammar usage, and correct use of punctuation.

Portfolio Checklist(The assessments in this portfolio cover all 6 facets)

Note on facets: The students would be required to explain their understanding of the big ideas through oral and written form; interpret how their understanding affects their oral and written presentations through participation and completion of activities; apply their knowledge and understanding in the creation of a game; apply, interpret, explain, and demonstrate

their knowledge through a presentation of their game; and demonstrate empathy during both the creation and presentation of their final product.

These are the items you must hand in on our last day of our unit. Put them all together in a three prong folder. (You will be issued a folder at the beginning of the unit. Please check off the materials you have enclosed. (If you don’t have them, please write a note next to the item—“Not here” or “Not here because that was the day a grizzly bear terrorized the school.”) Include this page with your portfolio. The assignments are divided into weeks. Each week’s assignments are worth a total of 25 points except for week 3. Week three is worth a total of 75 points. You are trying to get a total of 150 points for all four weeks.A.) In your folder include:

Week One Evidence of Understanding (25 Points)o Dictionary definitions (5 points) facet 1o Parts of speech scavenger hunt information (5 Points) facets 1-3o Parts of speech word cube sentences (5 Points) facets 2 and 3o Ad Libs pages for nouns, verbs, and adjectives (5 Points) facets 2 & 3 (see attached PDF file)o Parts of speech sorting worksheet (5 Points) facets 2 & 3o Self Evaluation -facet 6

Week Two Evidence of Understanding (25 Points)- Please note that “game” and “sheet” have different links o Wall of Words activity sheet (5 Points) facets 1-3 (see attached PDF file) o Lights, Camera, Action activity sheet (5 Points) facets 1-3 (see attached PDF file)o Game sheet after PowerPoints on Nouns and Verbs (5 Points) facets 3-4o Game sheet after PowerPoints on Adjectives and Pronouns (5 Points) facets 3-4o Grammar Blast Grades (5 Points) facet 3 and 6o Self Evaluation - facet 6

Week Three Evidence of Understanding (74Points) (1 bonus point for all three) o Essay (18 Points) facets 2, 5, and 6 o Completed Game Form Rubric (24 Points) facets 1-6o Completed Game Presentation Rubric (32 Points) facets 1-6o Self Evaluation - facet 6

Week Four Evidence of Understanding (25 Points) o Small Group Reading Sheet for Adjectives (5 Points) facets 2-3o Small Group Reading Sheet for Verbs(5 Points) facets 2-3 o Small Group Reading Sheet for Pronouns (5 Points) facets 2-3o Small Group Reading Sheet for Nouns (5 Points) facets 2-3

o Completed Jeopardy Score Sheet (5 Points) facet 3

Modifications

Week 11. Modified Scavenger Hunt2. Word Cube assignment is already done in small groups. Special needs students would only be required to write 3 sentences. Accelerated students could be encouraged to write longer sentences that are scored based upon the number of words written.3. Ad Libs would be done in small groups for students that need more assistance. Accelerated students could create their own Ad Libs that would include the use of parts of speech. This is an alternative site for creating Ad Libs.

Week 21. Jeopardy games could be played with four instead of two players. Accelerated students could create their own parts of speech jeopardy game. (see attached template)A. Rubric for game

Week 31. The essay for struggling students will be graded based upon the first alternative rubric. 2. Students are given the freedom to use their creativity for the games. Struggling students will be given the opportunity to practice their presentation with another student before presenting to the class.

Week 4

1. Small group reading is based upon ability grouping by STAR reading levels. Heterogeneous grouping is an option if the first day of rotations warrants that change.2. Each book will have different things for the students to do. All lessons have an extension that accelerated kids can do.

Citations

Whitley, Joanne, & Campbell, Connie (2004). Instructional PowerPoints. Retrieved July 16, 2008, from Lexington School District 1 Web

site: www.lexington1.net/Technology/instruct/ppts/LAppts/35/adjectives.ppt

Schools, Jefferson County (n.d.). PowerPoint Collection. Retrieved July 16, 2008, from Jefferson County Schools Web site: http://jc-

schools.net/ppt.html

LA, Project (2002, January ). PowerPoint Resources. Retrieved July 16, 2008, from Jefferson County Schools Web site: http://classroom.jc-

schools.net/la/activities/pptresources.html

Leonard, Kara (2005 ). Mini T's Technology Treats. Retrieved July 16, 2008, from Murray County Schools Technology Dept.: Kara's

Instructional Technology Site Web site: http://www.murray.k12.ga.us/teacher/kara%20leonard/Resources%20for

%20Teachersnew.htm

Calvert, Latisha (2007, Nov 27 ). Mrs. Calvert's Lessons. Retrieved July 16, 2008, from Mrs. Calvert's Connection Web site:

http://homepages.ius.edu/LDCALVER/lessons/index.htm

Kimbell-Lopez, Kimberly (2006, September ). Kimberly Kimbell-Lopez Home Page. Retrieved July 16, 2008, from Louisiana Tech

University: College of Education Web site: http://www.education.latech.edu/~kklopez/

Tiedt, Pamela L., Tiedt, Iris M., & Tiedt, Sidney W. (2001). Language Arts Activities for the Classroom. Needham Heights, MA: Allyn &

Bacon.

Jacobson, Jennifer (2002). Easy Grammar Lessons for the Overhead. New York, New York: Scholastic Professional Books.

Herbek, Stephanie Grammar Ad Libs. Vernon Hills, IL: Learning Resources, Inc..

Martin, Justin M. (2006). Funny Fairy Tale Grammar. New York, New York: Scholastic Inc..

We the Teachers (2006, July 27). We the Teachers Adjective Mystery Game. Retrieved July 16, 2008, from We the Teachers Web site:

http://www.wetheteachers.com/plan.php?id=169

Brand, Sarah Alex Lesson Plan: ActionWords are Verbs. Retrieved July 16, 2008, from Alex : Alabama Learning Exchange Web site:

http://alex.state.al.us/lesson_view.php?id=9823.html