1. Name: Jessica Mills EDEL 350 20G
Due Date: Teach Date: Feb. 16 & 18
Practicum Teacher: Ms. Koon Grade Level: 4th
LessonTopic: Natural Disasters with Parts of Speech
Subject: Language Arts//Writing/Science
Email: jnmills@bsu.edu LessonType: Whole Group (into small groups)
Phone:(260) 703-0051
In Standards and Indicator:
Writing Learning Outcome 4.W.1 Write routinely over a variety of time frames and for a range
of discipline-specific tasks, purposes, and audiences; apply reading standards to support
reflection and response to literature and nonfiction texts.
Writing 4.W.6.1d Prepositions – Writing sentences that include prepositions, explaining their
functions in the sentence.
Writing 4.W.6.1a Nouns/Pronouns – Writing sentences that include relative pronouns (e.g.,
who, which) and reflexive pronouns (e.g., myself, ourselves) and explaining their functions in
the sentence.
Writing 4.W.6.1e Usage – Writing correctly complete simple, compound, and complex
declarative, interrogative, imperative, and exclamatory sentences, using coordinating and
subordinating conjunctions (e.g., yet, nor, so)
Standard 2: Earth Science Core Standard: Observe, investigate and give examples of ways
that the shape of land changes over time. (4.2.1, 4.2.2, 4.2.3)
Science 4.2.3 Earth Science- Describe how earthquakes, volcanoes and landslides suddenly
change the shape of the land.
LessonObjective: Students will choose the correct parts of speech when combining them in
sentences with vocabulary over natural disasters.
Materials/Media: visuals for prepositions and conjunctions, bags and word examples for
activity, mystery item to hide for motivation, example sentences and words to use for
assessment, projector, smart board, paper for flip tents
Motivation: I will have a hidden object at my station and use prepositions as directional clues to
help them find and locate the object. [My rationale is the second part of my motivation.]

2. Rationale: “Today we are focusing on prepositions and conjunctions. Finding the object was
only the first test. By the end, everyone will be a grammar master! To do this, you have to pass
and defeat the master sentence, which requires you to use the above parts of speech correctly.”
Teach: On the projector or smart board, I will have visuals explaining the terms with an example
sentence to match with the term. As I go through each term, students will participate by tell me if
they believe the example sentence matches the term. This will help us lead into the ‘identifier
words’ that are examples of that word. (For example, I will show a sentence with a preposition,
and if the student is correct, I will have them show me which word they believe tells them that or
is the preposition itself.) The students will also have flip tents (sheet of paper folded into thirds
and sits up like a tent), and when we cover the terms, I will ask example words or sentences and
they can match the term: preposition, coordinating conjunction, or subordinating conjunction on
their flip tent.
● A preposition is a connecting word. It comes before a noun/pronoun and connects it to
the rest of the sentence.
1. The noun/pronoun that follows the preposition is called the object of the
preposition. The preposition and the object of the preposition are joined
together to create a prepositional phrase. (Like I performed and mentioned
in the motivation when I hid the object and gave clues)
2. Most prepositions tell about time, place, or movement.
3. Common prepositions (visuals): about, above, across, after, around, at,
behind, below, beside, by, down, during, for, from, in, inside, into, near,
of, on, outside, over, through, to, under, up, and with
● A conjunction is used to connect clauses, phrases or simple sentences together. Two
types of conjunctions will be discussed, coordinating and subordinating.
● Coordinating conjunctions: and, but, or, and so (visuals)
1. Use and to connect things that go together or are alike
2. Use but to show a contrast
3. Use or to show a choice
4. Use so to tell that something that is cause and effect
● Subordinating conjunctions are used to connect two simple sentences in a special way.
● Subordinating conjunctions: after, before, as, while, until, becuase since, unless, and
although (visuals)
1. Use after and before to tell when something happens
2. Use as and while to tell two things that happen at the same time
3. Use until to tell how long something takes or lasts
4. Use because and since to tell why something happens or why something is
true
5. Use unless to show an exception
6. Use although to show a surprise or contrast

3. Check for Understanding:
● Can you select the prepositional phrase out of this sentence? After the volcano erupted,
the city was destroyed.
● Could you choose the correct conjunction to complete the sentence? The town was
demolished, _____because____ the landslide was too powerful.
● Can we arrange a sentence that uses both a preposition and a conjunction?
Activities:
Students will be divided into small groups for the activity, with their row mates. There will be 6
bags with these parts of speech on written on them: noun, pronoun, verb, conjunction, article,
adjective, and preposition. Each bag will contain select science terms (tsunamis, landslides,
volcanoes, earthquakes, etc) matching their part of speech. On the back of each word will
contain a point value. The students must create a sentence using all the parts of speech provided
that are drawn out of the bags. The students will earn the allotted point value for the word if used
correctly in the sentence. For an extra challenge, students can create two sentences and try to
combine them or use more than one of certain parts of speech to make complex sentences. The
students can try to beat their sentence score depending with repeated trials. At the end for clean
up, students must sort the words back into the correct parts of speech bags.
Assessment/Evaluation of Students Learning:
Each student will receive two example sentences. For each sentence they are either filling in the
correct preposition or conjunction to complete the sentence. Then I will provide them with a
selected preposition and conjunction and must create a sentence showing the use of each one.
They can either create a separate sentence for each or combine the two given words in one
sentence.
Checklist:
Term: Given Sentence: Yes or No Given word: Yes or No
Preposition Chose the correct
preposition
Used the word
correctly
Conjunction Chose the correct
conjunction
Used the word
correctly
Review:
● What can a preposition tell us?
● Why do we use conjunctions?
● What are the two types of conjunctions?
● What makes up a prepositional phrase?

4. ● Were we able to become grammar masters?
Resources:
Informational:
Odell, L., & Warriner, J. E. (2009). Elements of language. Austin, TX: Holt, Rinehart and
Winston.
I found this book in Bracken Library with Educational Resources under the Reference section. I
used this book for further research about English grammar and language that will be included in
my Teach section of my lesson.
Practice Fourth grade language arts online. (n.d.). Retrieved February 09, 2016, from
https://www.ixl.com/ela/grade-4
Ms. Koon told us about IXL and to use it as a resource to match up to our standards when
researching for our lesson plan. It provides research and gives examples for practice as to where
students should be performing by the end of the given lesson. I referenced the fourth grade
language arts section. This information will be used during my Teach section of my lesson plan.
Wicker, C. (n.d.). Home Page. Retrieved February 09, 2016, from
http://www.weatherwizkids.com/
I found this website when researching science vocabulary for my students to use during their
activity. It has research and details examples about natural disasters.
Instructional:

5. Oh, J. (2014, March 26). Play the Bag Game: Learn Parts of Speech. Retrieved
February 09, 2016, from
http://www.education.com/activity/article/play_word_bags_third/
I found this source online while doing a Google search for parts of speech games. I found this
blog and website that showed numerous activities to do with children that were for specific
subjects and grade level appropriate. I plan on adapting this activity to incorporate science
vocabulary the children will be learning that week and to incorporate it into our unit plan.
Rueda, R., Saldivar, T., Shapiro, L., Templeton, S., Terry, C. A., Valentino, C., & Wolf,
S. A. (2006). English. Boston: Houghton Mifflin Company.
I found this book in the Bracken Library Educational Resources under the Reference section. .
This book was helpful for providing insight on incorporating Language Arts with other
disciplinaries, such as Science.