1. Venus D. Carbonel Remedial Instruction in English Work plan Ms. Jacqueline Isidoro
Lesson/Topic Learning Activities Assessment Remarks
Proper and
Common Noun
ScavengerHunt
Passout a clipboardandpiece of paperto each
student.Alternatively,have eachstudenttake outa
notebook.
Give eachstudenta pencil.
Askstudentstodraw a t-chart on theirpaperor intheir
notebooks.Have yourstudentstitletheircharts,with
one side titledCommonNounsandthe otherside
titledProperNouns.
Let students knowtheywillnow be goingona
scavengerhuntaroundthe school and theywill need
to be on the lookoutforcommonand propernouns.
Walkaround the school and findtwoor three areasto
stopin,such as the library,cafeteria,orcomputerlab.
At eachplace,encourage studentstowalkaroundand
findproperandcommon nounstoliston theircharts.
Name It!
Have childrenprovide apropernounfortheirdoctor,
friend,principal,andstate.
Remindstudentstobegineachpropernounwitha
capital letter.
Displaya copyof the Commonor ProperNoun
worksheetonaprojectorfor studentstosee.
Askstudentstolookat the wordsandidentifythemas
commonor propernounsas you pointtothem.
Have studentscomplete the ProperNounsworksheet
on theirown. Askthe studentstocomplete the
PonderingPronounsworksheet.
Circulate aroundthe roomand provide additional
promptingasneeded.
Have each studentlista
commonor propernoun on
the chart youcreatedat the
beginningof the lesson.
Collectstudentscavenger
huntcharts and review.
Askstudentstowrite one
commonnounand one
propernoun.
Personal
Pronoun
PonderingPronouns
Pairstudentsanddistribute several sentence stripsto
each setof students. Askthe studentstowrite
sentences usingpersonal pronouns. Have students
swaptheirsentenceswithanothergroup. Invite all
studentstolookat the sentencesthattheyhave
received,locate the pronouns,anduse the sentence to
determine whatthe pronounstandsfor.If theycannot
tell whatthe pronounstandsfor,ask themto write a
questionmarkonthe sentence stripanddiscusswith
the otherpair of students.
Guide the studentsindeterminingthe meaningof
pronouns.
Give studentsseveral
differentpronounsandask
themto use themincontext,
explainingthe use of each
pronounand whatit
represents.
2. Constant Change
Usingflashcards,reviewagainwhatapronoun is,and
have the studentsteachthe classthe definition.
First,have yourstudentswrite asentence withthe
propernoun.Then,directyourstudentstouse the
pronounsina newsentence replacingthe firstone.
Teststudentsbygivingexamplesandnon-examplesof
pronouns.Directstudentstowrite “correct”or
“wrong” onthe rightand wrongusesof pronounsthat
yougive.
ReplacingNountoPronoun
Descriptive
Adjective
Amazing Adjectives!
Have studentsworkinpairsto brainstorma listof
adjectives.Have studentslistthe adjectivesoncards.
Combine the cardswiththe cards you previouslymade.
Have studentspickuptwo or three adjective cardand
combine themwithanoun.
Have studentsworktogethertoput the adjectivesand
nounsintoa sentence withanillustrationinasheetof
paper.
Have studentsselectatleasttwoadjectivesandanoun
to write a sentence aboutandillustrate.
Have studentscomplete the Write YourOwn
worksheet.
WhoAre You?
Paireach studentwithapartner.
Reviewthe meaningof adjectives.
Have each pair turnto each otherand use one wordto
describe the classroom.Have studentsshare their
responseswiththe restof the class.
Give eachstudenta copy of the Adjectives:AllAbout
Me worksheet
Readaloudthe directions.
Have studentscomplete the activityontheirown.
PaperPencil Test
Writtenoutput.
Circulate as studentswork.
Collectthe students’workto
assessformastery.
Give eachstudentan index
card and ask themto write
three adjectivestodescribe
you.
Action Verb
Act It Out!
Give studentsapiece of paperand have themcreate a
T-Chart.Theywill label one side "ActionVerbs"andthe
otherside "Non-actionVerbs."
Give themthree minutestobrainstormasmanyverbs
as possible.Eachverbthatcomesup shouldbe
categorizedintothe ActionVerbsectionorthe Non-
actionVerbsection.Give studentsatipthat if they
couldact outthe verb,it probablygoesintothe Action
Verbsectionof the chart. If the verbseemslike itcould
not be actedout, thenitis notan actionverband
wouldgointothe Non-actionVerbsection.
Go overthe charts as a class,focusingonthe Action
Verbside of the chart. Confirmthatthese are,infact,
actionverbs.
Observe learnersasthey
categorize verbsingroups
and performa dramatic
representationof an action
verbwitha partner.
3. Best Actors
Displayananchor chart witha label “ActionVerbs”in
the middle,andexplaintostudentsthattheyare going
to helpcreate a class resource.Give eachstudenta
stickynote to write theirfavorite actionverbandthen
place it onthe anchorchart labeled“ActionVerbs.”
Thenhave studentstake outa paper anda pen.
Challenge studentstouse theirfavorite actionverbina
sentence on theirpaper.Instructthemtocircle the
actionverbin the sentence.Doa quickcheckof the
sentencestomake sure all studentsare usingaction
verbs.
Utilize the worksheetasa
formative assessmentof
students’masteryof
identifyingandusingaction
verbs.
Adverb
Adventure in Adverbs
Hand out a sheetof linedpapertoeachstudent.
Have studentsfoldordivide theirpaperintofour
sections. Instructstudentshow tolabel eachsection:
Label the firstsection'manner',the secondsection
'time & frequency',the thirdsection'place',andthe
final section'degree'.
Instructstudentstoindependentlywrite asentencein
each section,usinganadverbinthe wayspecified.
Remindstudentstounderline the adverbineach
sentence. Circulateandoffersupportasneeded.
Swapping
Thisadverbactivitycan helpshow studentsthat
adjectivesandadverbsare related.Have students
write sentencesusingadverbsthatendin -ly.Then
have themchange the adverbsintheirsentencesinto
adjectivesbyremovingthe –ly,andhave themrecraft
the sentence accordingly.Forexample,the sentence
“The boyagreedhappily”mightchange to“The happy
boyagreed.”Discussthe similaritiesanddifferences
betweenthe twosentences.
Tell studentstoidentifyhow
the adverbwas usedina
sentence. (i.e.toexpress
manner,place,frequency,or
degree).
Discussthe similaritiesand
differencesbetween adverb
and adjective.
Preposition and
Prepositional
Phrase
What’sup!
Hand out the Listof Prepositionsworksheet(ordisplay
it usinga documentcamera).
Write a sentence thatismissingitsprepositiononthe
board.Include a blank line where the preposition
shouldbe (i.e.The mouse ran____ the house.)
On a sheetof paper,have eachstudentrewrite the
sentence three times,usingthree different
prepositionsfromthe list.
Instructstudentstopass theirpaperto a neighbor
whentheyhave finishedtheirsentences.Thentell
studentstounderline the prepositionsinthe sentences
theyreceivedfromtheirclassmate.
Call on a fewstudentstoreadtheirsentencesaloud.
Instructstudentstowrite
theirownsentence and
underline the preposition.
4. Mark It Up!
Hand out copiesof the ReadingComprehension:The
SecretGardenworksheettostudents.
Have studentsgothrough the passage andmark up the
prepositional phrasesthattheyfind.
As theywork,highlightthe phrasesonyourowncopy.
Pace yourself sothat youfinishhighlightingafter15
minutes.
Have studentsstopworkingonce you're done.
Mark upall the sentencesyouhighlightedtoreveal the
answersforthe exercise,andhave studentscorrect
theirownpassages.
Have studentsre-readthe excerptandanswerthe
questionsonthe worksheet.
Identifyprepositionand
prepositional phrase.
Coordinating
Conjunction
FAN BOYS and You
Make a listof conjunctionsonthe board.Spell outFAN
BOYS and tell studentsthisstandsforFor, And,Nor,
But, Or,Yet, and So.
Hand out the Conjunctionsworksheet.
Instructstudentstowrite FAN BOYS on theirpaper.
Have studentsuse linedpaper.Instructthemtowrite
5-10 compoundsentences.Tell studentsthattheir
sentencesmusthave twoindependentclauses,a
comma,and a conjunction.
To make thismore challenging,have studentsuse
three coloredpencilstoidentifythe three partsof the
sentences.
The MissingLink.
Divide studentsintogroupsorpairs.
Distribute six toeightcoloredpiecesof paper(two
differentcolors) toeachgroup.
Tell the studentstouse one coloredstripforthe
conjunctionandthe othercolorfor the contentthat is
connected.
If needed,model the processof writingsentences
usingthe differentcolorsof paper.
Give the class several examplesof conjunctionstouse
as connectionsinpartsof theirsentences.For
example,the followingwordscanbe used:and,but,
for,nor, yet,after,because,or,so.
Give the studentstime tocreate sentencesthatinclude
the use of conjunctions.
Provide additional promptingorpartial sentencesif
studentsneedextrahelp.
Afterall studentshave finished,invite themtoshare
theirworkand place sentencesinthe pocketsof the
pocketchart.
Have studentscorrecttheir
ownworksheetsby
displayingthe answersheets.
Have studentsshare one
compoundsentence each.
Give studentsapair of ideas
and ask themtowrite a
sentence thatincludes
conjunctions.Allow themto
choose which conjunctionto
use.
Checkto see that students
are formulatingcomplete
sentencesthatinclude
appropriate conjunctions.
5. Interjections
Pairing feelingsandwords
Distribute one piece of foldedpapertoeachstudent
and ask the studentstouse a pencil todraw alongeach
foldonthe paperso thatthere are six different
sections.
Invite studentstolabel eachrectangle withanemotion
of theirchoosing(e.g.joy,sorrow,surprise,
disapproval,satisfaction,approval).If desired,youcan
ask themto use the back of the paperto include
additional emotions.
If desired,pairstudentsorassignthemtosmall groups.
Challenge the studentstothinkof examplesof
interjectionsthatmatcheach emotion,creatingan
illustrationandspeechbubblesthatinclude
appropriate interjections.If desired,posta
comprehensive interjectionlist,writtenonchartpaper,
at the frontof the roomfor studentstoreference as
theywork.
Circulate aroundthe room,assistingstudentsas
needed.
Injectinginterjections.
Distribute anInterjectionsworksheetandaskstudents
whattheysee inthe firstpicture.Brainstormsome
interjectionsyoucanuse for thispicture (e.g.,
"Hooray!") andask the studentsto write asentence on
linedpapertomatch the excitementof the picture.
Separate the studentsintoA-Bpartnersandask them
to write an interjectionandexplanatorysentencefor
the secondpicture.Choose twonon-volunteersto
share theiranswers.
Assignstudentsthe lasttwopictures.Tell themto
write an interjectionand asentence ontheirlined
sheetof paperthat explainsthe significance of the
strongemotionandchoose a studenttorepeatthe
directions.
Choose a fewvolunteerstoshare theirsentenceswhen
they're done withthe assignment.
Give studentsseveral
feelings(e.g.scared,excited,
surprised) andaskthemto
name a corresponding
interjectionanduse itin
context.
Write these 2 scenarioson
the board:
Your bestfriend’sbirthdayis
today.
You forgotyour lunchmoney
at home.
Askstudentstochoose a
scenario.Instructthemto
use an interjectionandwrite
at leasttwosentences
relatedtotheirchosen
scenario.
Verb Tense Back to the future.
Give three examplesof VerbTense sentences:
e.g.Ms. Isidoroisclosinghereyes.
Ms. Isidorowill close hereyes.
Ms. Isidoro closedhereyes.
ActivitySteps
Reada sentence.
Circle the verb.(Onthisstep,thinkaloudusingthe
verbtense chart fromthe introductionof the lesson)
Label the verbusingthissystem:p= past,pr = present,
f = future.Write the appropriate abbreviationabove
the circledword.
IndependentWorkingtime
can be usedasa final
assessmentof the skill.
Whenanalyzingtheirwork,
lookto see if studentsfirst
were able tocircle and label
the correct verbtense.
Next,assessif theycorrectly
wrote twonew sentences
that includeddifferentverb
tenses:one present,one
6. Write two sentencesthatuse the othertwotenses. For
example,Ms.Isidorowillclose hereyes.Ms.Isidoro,
Ms. Isidoro closedhereyes.
Passout individualcopiesof the VerbTense Chart.
Have studentsfollowthe stepsyoumodeledto
complete 2-3sentencesonthe VerbTense Assessment
handoutwitha partner.
Askyour studentstocomplete the restof the Verb
Tense LessonAssessmentontheirownusingthe steps
you've modeledforthem.
Learning about words.
Have studentswrite theirown 5 presenttense words
on a sheetof paper. Afterwritingthe words,askthem
to change the verbto its pasttense and future tense.
Circulate aroundthe roomand offersupportas
needed.
For additional practice forstudentswhoquicklyfinish
the practice worksheetand/orneedamore
challengingactivity,have studentsgoona past tense
verbwordhunt usingbooksinthe classroomlibrary.
See if studentscanidentifyandwrite the presenttense
verb.
past,and one future
sentence.
Collectstudents’ worksheet
and assesswhetherstudents
were able tocorrectly
change each verbto the past
tense andfuture tense.
Type of
Sentences
GettingTo Know Stage
Pairoff studentsingroupsof two, or ask themto finda
partner. Passout notebooksorlinedpapertoeach
student. Instructeachpairof studentstowrite four
sentencestogether,one of each type. Setthe timerto
10 minutes. Afterthe timergoesoff,encourageeach
pair of studentstoshare the sentencestheywrote.
Invite some volunteerstowrite theirsentence (andthe
type of sentence itis) onthe board.
Askthe rest of the classto ensure thateach of the
sentencesonthe boardare labeledcorrectly,andhave
studentsfix sentenceswithincorrectlabels.An
example of anincorrectsentence foradeclarative
sentence couldbe:Whyisrecessonly30 minutes?
What Kind OfSentencesIs That
Reviewthe fourkindsof sentencesproviding
mnemonicdevicestohelpthemremember,suchas:
An interrogationmeanstoasksomeone lotsof
questions,henceaninterrogativesentence isa
question.
You mightsay itis imperativethatyoucleanyour
room, hence a commandis an imperative.
In the olddays,whensomeone wantedtomake a
statementtheymightsay,“Ido declare,there isaflyin
our tea.”A statementiscalledadeclarative.
Whenyouexclaimsomething,yousayitwith
emphasis,hence itisan exclamatorysentence ending
Checkif theycorrectly
labelledandpunctuated
theirsentences.
Have studentsputheads
downon theirdesks.
Reada sentence andhave
studentsthinkaboutwhat
kindof sentence itis.
Announce eachkindof
sentence slowly,having
studentsraise theirhand
whentheyhearthe correct
kindof sentence.
Use thisfeedbacktodecide if
youneedto review anyof
the kindsof sentences.
7. inan exclamationpoint.
Hand studentsanovel,andhave themmake a
predictionaboutwhatkindsof sentencesare most
commonlyusedinthatnovels.Letthe studentsreada
particularpage of the novel andlookoutfordifferent
typesof sentencesusedinthe novel.Have the
studentswrite the particularsentence andtheir
answerona sheetof paper.
Go througha page ina booktheyare readingandtally
the kindsof sentencestheyfindandcompare their
resultswiththeirpredictions.
