Exploring Word Types

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ST Name: Kym Fox

ST Number: 40036679
Class Level: 2nd & 3rd Class
Date: 19/05/25

Subject: English

Time: 9:00am
Duration: 40 minutes
Number of Pupils: 27

Strand(s):

• Reading
• Oral Language
• Writing

Element(s):

• Understanding

Learning Outcomes (aligned to IE Curriculum Framework):

• [R] Phonics, word recognition, and word study: Pupils use a variety of strategies confidently to recognise and identify word types (nouns, verbs, adjectives) in texts across disciplines (IE Curriculum, Strand: Reading, Element: Understanding, Level 3).
• [OL] Vocabulary: Pupils select and apply strategies to expand their vocabulary from literature and texts, recognising word functions and uses (Strand: Oral Language, Element: Vocabulary Development, Level 3).
• [W] Vocabulary: Pupils explore and use descriptive and expressive vocabulary in writing, demonstrating understanding of word classes and creativity (Strand: Writing, Element: Composition, Level 3).

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Focus of New Learning / Learning Objectives

1. Pupils will confidently identify and differentiate nouns, verbs, adjectives, and conjunctions within a given text.
2. Pupils will apply their understanding by describing images using appropriate nouns, verbs, and adjectives on whiteboards.
3. (Optional) Pupils will enhance oral language skills and teamwork through a fun, interactive game applying their knowledge of word types.

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Assessment

1. Method: Formative assessment through observation during activities (text highlighting, whiteboard tasks, and game).
2. Assessment of: Accuracy in identifying and categorising nouns, verbs, adjectives, and conjunctions; participation and verbal responses in oral activities.
3. To be recorded: Teacher notes on individual pupil’s verbal responses and identification accuracy during group activities.

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Teacher Questioning

Lower Order Questions (Closed)

1. What is a noun?
2. Can you find a verb in this sentence?
3. Is “happy” an adjective or a verb?

Higher Order Questions (Open)

1. How do adjectives help make a sentence more interesting?
2. Why do we need conjunctions in writing and speaking?
3. Can you create a sentence using a noun, a verb, and an adjective from the story?

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Language Development Opportunities

• Use of colour-coding to reinforce word classes visually and orally.
• Oral repetition and sharing to practice pronunciation and contextual understanding.
• Encouraging pupils to use new vocabulary creatively when describing images.

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Literacy Development Opportunities

• Text annotation (highlighting) to improve word recognition and comprehension.
• Writing practice through descriptive answers on whiteboards.
• Expanding vocabulary with synonyms and contextual usage during the game.

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Teaching Methodologies

• Talk and Discussion
• Collaborative/Co-operative Learning
• Active Learning
• Skills Through Content

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Introduction (10 minutes)

Stimulus

Display a short, engaging story or extract suitable for 3rd class pupils (approx. 100-120 words) on the whiteboard or printed sheets for each pupil. The text will contain simple yet rich examples of nouns, verbs, adjectives, and conjunctions.

Elicit Prior Knowledge

Begin by asking pupils:

• “Can anyone name a noun, verb, adjective or conjunction?”
• Quick oral brainstorm on examples they know.

Share Learning Intention

Explain:
“Today, we will practise finding different types of words in what we read, and then we’ll have fun describing pictures and playing a game with words!”

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Development (20 minutes)

Activity 1: Text Highlighting (10 minutes)

• Pupils read the displayed text silently or aloud in pairs.
• Provide coloured highlighters/crayons:
  • Nouns = Blue
  • Verbs = Red
  • Adjectives = Green
  • Conjunctions = Purple
• Pupils highlight the words accordingly in the text. Teacher circulates providing support/feedback.

Activity 2: Image Description on Whiteboards (10 minutes)

• Show 3 different images sequentially (e.g., animals in a forest, a busy market, a park scene).
• Pupils write on mini whiteboards:
  1. Nouns they see in the image
  2. Verbs showing actions in the image
  3. Adjectives describing elements in the image
• Pupils hold up their answers. Discuss the variety of words used.

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Conclusion (10 minutes)

Cognitive

• Recap: “Why do we use nouns, verbs, adjectives, and conjunctions? How do they help us in reading and writing?”
• Highlight the role of conjunctions in linking ideas and sentences.

Social

• Pupils split into small groups for:

Game: Stop the Bus (Word Types Edition)

• Rules:
  • Teacher says a letter (e.g., “S”) and calls out categories: noun, verb, adjective.
  • Each group races to write one noun, one verb, and one adjective starting with that letter on their whiteboards.
  • Bonus: Groups try to include a conjunction in a sentence.
  • First correct group shouts “Stop the Bus!” and shares answers.
• Quick feedback and praise on word choices.

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Universal Design for Learning (UDL)

• Multisensory activities (visual highlighting, oral discussion, kinesthetic whiteboard writing) support diverse learners.
• Clear instructions and examples scaffold tasks.
• Pair and group work encourage peer support.

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Pupils - Reason(s) - Method(s) - Additional Comments

Pupil(s)	Reason(s)	Method(s)	Additional Comments
Pupils with EAL	Need extra visual support	Colour coding, peer buddy	Encourage use of glossaries
Pupils with Dyslexia	Difficulty reading the text	Read text aloud, paired reading, simplified font	Use coloured overlays on text
Advanced pupils	Challenge through game	Encourage using advanced adjectives and verbs	Provide additional letter rounds

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The Learning Environment & Resources

• Classroom with seating arranged for pair and small group work
• Printed texts for each pupil or projection on whiteboard
• Coloured highlighters/crayons (blue, red, green, purple)
• Mini whiteboards and markers (1 per pupil)
• Large clear images printed or projected for description activity
• Timer or countdown for Stop the Bus game
• Chart of word types and examples displayed visibly

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This lesson plan aligns with the Irish Primary Language Curriculum framework focusing on developing pupils' word recognition, oral vocabulary development, and creative writing skills through active and cooperative learning strategies. It promotes confident engagement with word types in meaningful contexts, supporting literacy skills essential at this stage.