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This lesson provided by:
Author: LaTonya Barnes
System:Birmingham City
School:Princeton Alternative School
Lesson Plan ID: 33242
Title:

Let's Describe! (Adjectives Lesson)

Overview/Annotation:

Students will learn what an adjective is and how to categorize adjectives using an interactive sorting game. Students will compete with each other by categorizing adjectives by color, shape, size, and kind. Students will have to read and sort the adjective word cards. The student with no adjective word cards first, wins! Furthermore, students will use magazine photographs to describe nouns and write sentences.

This is a College- and Career-Ready Standards showcase lesson plan.

Content Standard(s):
ELA2013(1) 7. Use illustrations and details in a story to describe its characters, setting, or events. [RL.1.7]
ELA2013(1) 16. Use the illustrations and details in a text to describe its key ideas. [RI.1.7]
ELA2013(1) 34. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. [SL.1.4]
ELA2013(1) 35. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. [SL.1.5]
ELA2013(1) 36. Produce complete sentences when appropriate to task and situation. (See Grade 1 Language standard 37 for specific expectations.) [SL.1.6]
ELA2013(1) 37. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.1.1]
ELA2013(1) 38. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.1.2]
ELA2013(1) 40. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. [L.1.5]
Local/National Standards:

CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details.

CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

CCSS.ELA-Literacy.RI.1.7 Use the illustrations and details in a text to describe its key ideas.

CCSS.ELA-Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of print.

CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

CCSS.ELA-Literacy.SL.1.6 Produce complete sentences when appropriate to task and situation.

CCSS.ELA-Literacy.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-Literacy.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-Literacy.L.1.5d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

Primary Learning Objective(s):

Students will be able to:

  • Identify adjectives
  • Categorize adjectives
  • Read and sort adjectives
  • Make visual representations of adjectives
  • Write sentences using adjectives
Additional Learning Objective(s):  
Approximate Duration of the Lesson: 61 to 90 Minutes
Materials and Equipment:

  • 5 Colored Index Cards
  • 40 White Index Cards
  • Tape
  • Markers
  • Crayons
  • Pencils
  • Scissors
  • Glue
  • Magazines
  • Book: Hairy, Scary, Ordinary: What Is an Adjective? by Brian P. Cleary
Technology Resources Needed:

  • Computer with Internet access
  • Interactive White Board
Background/Preparation:

  • Students need to understand nouns.
  • Teacher will make adjective word cards using index cards.
  • Five colored index cards will be labeled: Adjectives, Color, Shape, Size, Kind
  • Forty white cards: 10 color words, 10 shape words, 10 size words, and 10 words describing “kind”
Procedures/Activities:

Motivation/Introduction:

  1. Teacher will read “Hairy, Scary, Ordinary: What Is an Adjective?” by Brian P. Cleary.
  2. The teacher will explain that adjectives can be divided into four groups: color, shape, size, and kind.
  3. The class will discuss adjectives in the story.
  4. Students will describe illustrations in the story using adjectives.

Teaching/Learning Activities:

  1. Students will play an interactive sorting game.
  2. The teacher will tell the students they are about to play a game called, “Let’s Describe!”
  3. The teacher will tape on the floor the five colored index cards entitled: Adjectives (top) with the four categories under the title labeled: Color, Shape, Size, Kind
  4. The teacher will explain that the objective for this game is that the adjective cards be placed under the correct categories.
  5. The teacher will select two students to play “Let’s Describe”.
  6. Each student will receive 20 cards.
  7. Students will compete with each other by putting adjective cards down on the floor by categorizing them by color, shape, size, and kind.
  8. Students will have to read and sort the cards, quickly. The student with all the adjective cards down first, wins!
  9. The teacher will gather the cards and select other students to play.

Closure:

  1. On the interactive white board, the teacher will display the following five sentences containing adjectives.
  • The pink pig is muddy.
  • John has a brown dog.
  • My blue shirt is hanging up.
  • The white snow fell down.
  • My yellow bee flew by.
  1. After discussing each sentence, a student will come to the board to underline the adjective in the sentence.
  2. Think, Pair, Share: The teacher will tell students to turn to his/her partner and create a sentence with an adjective.
  3. Students will be asked to write their sentences on the interactive board.
  4. Students will ask other students to underline the adjective in the sentence.
  5. Once the children understand that adjectives can be divided into categories, students will create their own  picture chart of adjectives.
  6. The teacher will pass out magazines, paper, scissors, glue, and pencils.
  7. Students will cut out five pictures and glue them to a sheet of paper.
  8. Students will create and write a sentence about the pictures using an adjective.
  9. Students will underline adjectives in the sentences.
  10. As a closing activity, students can play any of the following online games:

Attachments:**Some files will display in a new window. Others will prompt you to download.
Assessment Strategies:

Formative Assessment:

  • Students will make drawings of adjectives describing nouns.
  • Assess individual charts constructed by students for student understanding
  • Assess students sentences with adjectives underlined

Informal Assessment:

  • Oral Assessment
  • Visual Assessment
Extension:

  • Students may make additional adjectives (describing words) cards as an extension lesson.
  • Students may create a visual noun chart by cutting out pictures from magazines and newspapers.
  • School House Rock video "Unpack Your Adjectives."
Remediation:

  • Demonstrate the procedure over again as needed.
  • Limit adjectives categories to two.
  • Students with learning disabilities will be provided a designated peer reader and helper, as well as provided assistance with proofing classwork.
  • ELL students will have reduced length in written assignments and be allowed more time to complete written assignments. These students are also allowed to work with a partner.
  • ESL students will be provided a model, as well as visual aids. Students work will be modified as well as given extra time to complete tasks.
Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
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