Discovering Language Arts
Beginning Parts of Speech
Teacher’s Guide
Grade Level: 3–5
Curriculum Focus: Language Arts
Lesson Duration: 1–2 class periods
Program Description
I Like Nouns: I’m Pronoun (5 min.)—Pronouns are words that take the place of a noun after
the noun has been used. He, she, it, and they are examples of pronouns.
Nouns in the Grand Canyon (4 min.)—A noun is a word that names a person, place, or
thing.
Verbs: Where the Action Is (3 min.)—Verbs are the action words in a sentence. They tell
what is happening in the sentence or why a subject exists.
Adjectives: Describing Yellowstone (4 min.)—Adjectives are descriptive words that writers
use to make their sentences more interesting and informative.
Adverbs: Home on the Range (4 min.)—Adverbs are words that describe or modify verbs.
They are used to tell when, where, or how something happens.
Conjunctions: The Great Wall (4 min.)—Conjunctions are connecting words that make your
writing flow more smoothly. The words “and,” “but,” “or,” and “so” are all conjunctions.
Don’t Be Negative (4 min.)—“No,” “not,” “none,” “nothing,” and “never” are negative
words. When you write, it is important to know how to use the correct negative words in a
sentence. Identifying Homophones (5 min.)—Words that sound alike but have different
meanings are homophones.
A Capital Idea (4 min.)—Capital letters are used at the beginning of sentences and to begin
the names of proper nouns.
Punctuation (3 min.)—Punctuation marks tell a reader when to stop a thought and when to
ask a question.
Onscreen Questions
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Where is the most beautiful place you have been? Write about that place. Replace some of the
nouns with the correct pronouns.
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Where have you gone on a trip? Write a paragraph about it. Then circle all the nouns.
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What would you like about being a cowboy or cowgirl? Write several sentences using the most
descriptive verbs you can think of.
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Write three sentences about Yellowstone using adjectives. You could write about geysers,
wolves, or hot springs.
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If you were a wrangler, when, where, and how would you ride your horse? Write sentences
with adverbs that tell more about the verb ride.
Discovering Language Arts
Beginning Parts of Speech
Teacher’s Guide
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Write three sentences about the Great Wall of China. Use a different type of conjunction in each
sentence.
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Write two sentences about the Great Wall of China that use the words “no,” “not,” “none,”
“nothing,” or “never.” Then revise these sentences. Be sure that you are not using any double
negatives.
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Find another example of a homophone and write a sentence using each word.
•
Write sentences about some places you’ve visited. Circle all the words that you have
capitalized. Have a friend or classmate look over your work.
•
Pair up with a friend and write a story about how you celebrate the Fourth of July. Circle every
punctuation mark.
Lesson Plan
Student Objectives
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•
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Define the purpose of conjunctions.
Identify the words “and,” “but,” “or,” and “so” as conjunctions.
Use “and,” “but,” “or,” and “so” to create compound sentences.
Materials
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Beginning Parts of Speech video
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Chart paper (optional)
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Black marker (optional)
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Pencils and erasers
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Writing paper
Procedures
1. Watch Beginning Parts of Speech with your class to introduce the use of conjunctions. After
watching the show, talk about conjunctions. What is a conjunction? What is the purpose of
conjunctions? What are four examples of conjunctions?
2. Write two sentences that show two different but related ideas, or write the following sentences
on the board or on a piece of chart paper: “The Great Wall of China is more than 4,000 miles
long. It is 25 feet high.” Ask a student to come up to the board and use the conjunction “and” to
make a compound sentence out of these two simple sentences. Discuss the new sentence with
students, explaining that “and” can be used to connect two different but related ideas.
3. Write two new sentences that consist of contrasting ideas, or write the following sentences on
the board or on a piece of chart paper: “Emperor Qin is famous for building the wall. That is not
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Discovering Language Arts
Beginning Parts of Speech
Teacher’s Guide
3
all he accomplished.” Ask students to tell you which conjunction would work best in
connecting these two sentences. (The correct answer is the conjunction “but”). Write the new
sentence on the board and include a comma before the conjunction. Explain that when you are
connecting two contrasting ideas with “but” you should always add a comma before the
conjunction.
4. Write two new sentences that contain related ideas, or write the following sentences on the
board or on a piece of chart paper: “China needed the Great Wall built for protection. Outsiders
would be able to enter and attack the people.” What conjunction should be used to connect
these two ideas? Write the new compound sentence using the conjunction “or” and explain that
the conjunction “or” helps compound sentences flow better.
5. Write two new sentences in which the second sentence contains an idea that resulted from the
first sentence, or write the following sentences on the board or on a piece of chart paper: “China
was afraid of being attacked. They built the Great Wall.” Explain to the class that you can use
“so” to combine these sentences, since the second sentence was the result of the first. Write the
new compound sentence using the conjunction “so.”
6. Leave the examples on display so that students can see them, and tell students that they will be
writing their own simple sentences and using conjunctions to combine them into compound
sentences.
7. Have students come up with a topic that they would like to write about—perhaps their favorite
food or animal, or things they like to do after school. Then have them write two simple
sentences that contain related but different ideas about the subject. Next have them use the
conjunction “and” to create a compound sentence out of the simple sentences they wrote. Ask
volunteers to share their sentences with the class.
8. Tell students to repeat the process of writing two simple sentences and connecting them in a
compound sentence, using the conjunctions “but,” “or,” and “so” one time each. They will wind
up with a total of eight simple sentences and four compound sentences (including their
sentences that used “and”). Give students time in class to work on their sentences. If they are
unable to finish them in one class period, assign their conjunction work as homework.
9. After students finish their sentences, divide the class into groups of three to four students and
have them share their sentences with their peers. What kinds of things did they write about?
Have students talk to one another about whether their sentences make sense and if a different
conjunction should have been used in certain sentences. Ask students to look at one another’s
sentences. Did everybody remember to include commas when necessary? Walk around and
assess students’ understanding of conjunctions while the groups are working.
Assessment
Use the following three-point rubric to evaluate students’ work during this lesson.
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3 points: Students clearly defined the purpose of conjunctions; were able to identify the
words “and,” “ but,” “ or,” and “so” as conjunctions without assistance; wrote eight unique,
simple sentences; and combined their simple sentences into four compound sentences using
the correct conjunctions and punctuation.
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Discovering Language Arts
Beginning Parts of Speech
Teacher’s Guide
4
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2 points: Students adequately defined the purpose of conjunctions; were able to identify at
least three of the following words as conjunctions: “and,” “but,” “or,” and “so”; wrote at
least six unique, simple sentences; and combined their sentences into at least three
compound sentences using mostly correct conjunctions and punctuation.
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1 point: Students were unable to define the purpose of conjunctions; were unable to identify
the words “and,” “ but,” “ or,” and “so” as conjunctions without assistance; wrote
incomplete or unintelligible simple sentences or wrote fewer than four simple sentences;
and did not use the correct conjunctions and punctuation to connect their simple sentences
into compound sentences or created two or fewer compound sentences.
Vocabulary
complete
Definition: Having all necessary or normal parts, components, or steps; total
Context: Remember always to add a comma before the conjunction when you’re combining two
complete thoughts.
conjunction
Definition: The part of speech that serves to connect words, phrases, clauses, or sentences
Context: The words “and,” “but,” “ or,” and “so” are all conjunctions.
contrasting
Definition: A difference, especially a strong dissimilarity, between entities or objects compared
Context: Using the conjunction “but” connects two contrasting ideas.
sentence
Definition: A grammatical unit that is syntactically independent and has a subject that is
expressed or—as in imperative sentences—understood and a predicate that contains at least one
finite verb
Context: We can use the word “and” to combine these two sentences because it connects two
different but related ideas.
Academic Standards
Mid-continent Research for Education and Learning (McREL)
McREL's Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education
that addresses 14 content areas. To view the standards and benchmarks, visit
http://www.mcrel.org/compendium/browse.asp.
This lesson plan addresses the following national standards
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Discovering Language Arts
Beginning Parts of Speech
Teacher’s Guide
•
Language Arts—Writing: Uses the general skills and strategies of the writing process; Uses
grammatical and mechanical conventions in written compositions
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Language Arts—Viewing: Uses viewing skills and strategies to understand and interpret
visual media
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The National Council of Teachers of English (NCTE)
The National Council of Teachers of English and the International Reading Association have
developed national standards to provide guidelines for teaching the English language arts. To view
the standards online, go to http://www.ncte.org/about/over/standards/110846.htm.
This lesson plan addresses the following English standards:
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Students employ a wide range of strategies as they write and use different writing process
elements appropriately to communicate with different audiences for a variety of purposes
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Students use spoken, written, and visual language to accomplish their own purposes
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Students apply knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create, critique, and
discuss print and non-print texts
Support Materials
Develop custom worksheets, educational puzzles, online quizzes, and more with the free teaching tools
offered on the Discoveryschool.com Web site. Create and print support materials, or save them to a
Custom Classroom account for future use. To learn more, visit
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http://school.discovery.com/teachingtools/teachingtools.html
DVD Content
This program is available in an interactive DVD format. The following information and activities are
specific to the DVD version.
How to Use the DVD
The DVD starting screen has the following options:
Play Video—This plays the video from start to finish. There are no programmed stops, except by
using a remote control. With a computer, depending on the particular software player, a pause button
is included with the other video controls.
Video Index—Here the video is divided into sections indicated by video thumbnail icons; brief
descriptions are noted for each one. Watching all parts in sequence is similar to watching the video
from start to finish. To play a particular segment, press Enter on the remote for TV playback; on a
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Discovering Language Arts
Beginning Parts of Speech
Teacher’s Guide
6
computer, click once to highlight a thumbnail and read the accompanying text description and click
again to start the video.
Curriculum Units—These are specially edited video segments pulled from different sections of the
video (see below). These nonlinear segments align with key ideas in the unit of instruction. They
include onscreen pre- and post-viewing questions, reproduced below in this Teacher’s Guide. Total
running times for these segments are noted. To play a particular segment, press Enter on the TV
remote or click once on the Curriculum Unit title on a computer.
Standards Link—Selecting this option displays a single screen that lists the national academic
standards the video addresses.
Teacher Resources—This screen gives the technical support number and Web site address.
Video Index
I. Pronouns
Pronouns are words that replace a noun in a sentence after that noun has been used.
II. Nouns
A noun names a person, place, or thing. Examine the use of nouns and discover the differences
among common nouns, proper nouns, and plural nouns.
III. Verbs
Verbs are action words that describe what the subject is doing or state-of-being words that show the
subject exists.
IV. Adjectives
Explore the uses of descriptive adjectives, indefinite adjectives, and numerical adjectives.
V. Adverbs
Adverbs tell where, when, or how something happens. See how adverbs are used to modify verbs.
VI. Conjunctions
Conjunctions are connecting words that combine words, phrases, or contrasting ideas into one
sentence.
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Discovering Language Arts
Beginning Parts of Speech
Teacher’s Guide
VII. Don’t Be Negative
Construct sentences that use negative words like “no,” “ nothing,” or “none” correctly.
VIII. Homophones
Learn about homophones, words that sound similar but have different meanings and spellings.
IX. A Capital Idea
Capital letters are used for the first word of a sentence and for proper nouns, including the names
of people, places, days, months, holidays, and countries.
X. Punctuation
Punctuation marks tell when to stop a thought or when to ask a question.
Curriculum Units
1. Learning When to Use Pronouns
Pre-viewing question
Q: When does a writer use the words “he” or “she”?
A: Answers will vary.
Post-viewing question
Q: When and how are pronouns used?
A: A pronoun takes the place of a noun after the noun has been used; a writer uses a pronoun to
avoid repeating the same noun. A pronoun agrees with the subject it is replacing in number and
gender: “he” replaces “Alan”; “it” replaces “Yosemite National Park”; and “they” replaces “the
mountain climbers.”
2. Common, Proper, and Plural Nouns
Pre-viewing question
Q: What nouns can you find in your classroom?
A: Answers will vary.
Post-viewing question
Q: What is the difference between a common noun and a proper noun?
A: A noun is a word that names a person, place, or thing. A proper noun names a specific person,
place, or thing.
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Discovering Language Arts
Beginning Parts of Speech
Teacher’s Guide
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3. Verb-Subject Agreement
Pre-viewing question
Q: What verbs do you use to describe things you do during the day?
A: Answers will vary.
Post-viewing question
Q: What does verb-subject agreement mean?
A: A verb must agree with its subject in number and tense. The verb changes according to the
number of people, places, or things. Verb tense must reflect the time when the action takes place:
past, present, or future.
4. Adjectives in Sentences
Pre-viewing question
Q: What words can you use to describe your classroom?
A: Answers will vary.
Post-viewing question
Q: What are the differences among descriptive, indefinite, and numerical adjectives?
A: Descriptive adjectives say “what kind,” indefinite adjectives say “which one,” and numerical
adjectives tell “how many.”
5. Adverbs: Modifying Words
Pre-viewing question
Q: What words describe “when,” “ where,” or “how” you participate in an activity?
A: Answers will vary.
Post-viewing question
Q: What is the purpose of an adverb?
A: An adverb modifies, or describes, a verb; it describes “when,” “ where,” or “how” an action took
place.
6. Using Conjunctions
Pre-viewing question
Q: What words connect two thoughts in one sentence?
A: Possible answers include the words “and,” “but,” “so,” and “or.”
Post-viewing question
Q: What are conjunctions?
A: Conjunctions such as “and,” “but,” “so,” and “or” combine words, phrases, or sentences.
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Discovering Language Arts
Beginning Parts of Speech
Teacher’s Guide
7. Negative Words
Pre-viewing question
Q: What negative words can mean the same thing as “no”?
A: Answers may include these words: “not,” “none,” “never,” and “nothing.”
Post-viewing question
Q: Why do negative words usually appear just once in a sentence?
A: Two negatives may give the opposite meaning, turning a negative into a positive statement.
8. Homophones Sound Alike
Pre-viewing question
Q: What pairs of words sound alike but have different meanings?
A: Answers will vary.
Post-viewing question
Q: How can you avoid misspelling homophones?
A: Learn the correct spellings and meanings of words.
9. Capitalizing Letters
Pre-viewing question
Q: What kinds of words always begin with a capital letter?
A: Answers will vary.
Post-viewing question
Q: Where are capital letters correctly used?
A: Capital letters always begin a sentence, the first word of a quotation, and proper nouns,
including names of people, towns, countries, streets, cities, holidays, days, and months.
10. Correct Punctuation
Pre-viewing question
Q: What punctuation marks do you use?
A: Answers may include periods, question marks, apostrophes, commas, and quotation marks.
Post-viewing question
Q: When do you use a question mark and when do you use a period?
A: Both punctuation marks end a sentence. A question mark indicates a question, and a period
shows the end of a sentence.
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