Extended Nametag (Parts of Speech)

GRADE

Any (This one is for grade 2-3)

MATERIALS/TIME REQUIRED

30-40 minutes, 3×5 or 4×6 index cards

PROVIDE FOR INCLUSION – A You Question, Energizer, or Linking Strategy

Community Circle: Can you think of a verb and an adjective that describes you, using the same letter as your first name? Example: merry, motivated, Mary. Review agreements! Invite students to share.

IDENTIFY THE OBJECTIVES

Content Standard: Written and Oral Language Conventions: Grammar

Collaborative: Think constructively, work on tasks together, listen attentively

Personal: Participate in the learning community. Share subject knowledge.

IDENTIFY THE STRATEGY

Extended nametag begins with the student’s name in the center (see Inclusion, above) and then other requested information in the four corners of the card. Students then share their names and bits of information from the four corners in various size groups. This strategy maximizes communication and sharing of information.

Example: The topic of study is “Grammar/parts of speech”. After each student has written his/her name in the center of the card, have him/her answer the following questions:

Upper right: Write a verb that describes what you do well

Lower right: Write an adjective that describes what you look for in a friend.

Lower left: Write a sentence using two adjectives, describing the weather outside today.

Upper left: Write a sentence using two verbs, describing what you would like to do after school today.

Once this portion is complete, have students get into pairs and share answer for the upper right corner only. Then have students regroup in pairs and share answers from the lower right only. Next have students regroup into triads and share the lower left only. Finally, have students combine triads to form groups of six and they share the upper left corner. Have the students return to their seats and have a class discussion about what they learned from one another, or turn it into a journal reflection…”What did you learn…?”

REFLECTION

Content: Which question was easiest/most difficult to answer? What do you know now, that you didn’t know before?

Collaborative: Was your role more of a teacher or a learner? Explain.

Personal: What did you like about this activity? How did it help you learn or support your learning/knowledge on the topic? What would you change if we were to do it again?

PROVIDE AN OPPORTUNITY FOR APPRECIATION

Invite statements, specific to listening/sharing knowledge.

AUTHENTIC ASSESSMENT

Have students, using their index cards, rewrite the two sentences [lower and upper left, on the index card], underlining the adjectives, circling the verbs, and drawing a box around the nouns. Collect and evaluate.

LEARNING COMPONENTS

Group Development Process
Cognitive Theory
Multiple Intelligences
Cooperative Learning
Constructivism
Reflective Practice
Authentic Assessment