| Lesson Plan ID: |
5581 |
| Title: |
Using Vivid Adjectives |
| Overview/Annotation: |
This upper elementary lesson focuses on the use of vivid adjectives to enhance student writing. Students will explore vivid adjectives in a variety of activities including thesaurus use and story development software. |
| Content Standard(s): |
| ELA(4) | 8. Compose descriptive texts using an introductory paragraph, sensory details, vivid language, and a conclusion. | | ELA(4) | 12. Organize information on a specific topic obtained from grade-appropriate reference materials. | | ELA(4) | 13. Demonstrate eye contact, articulation, and appropriate voice intonation with descriptive presentations. | | TC2(3-5) | 1. Use input and output devices of technology systems. | | TC2(3-5) | 2. Use various technology applications, including word processing and multimedia software. | | TC2(3-5) | 8. Collect information from a variety of digital sources. |
|
| Local/National Standards: |
|
| Primary Learning Objective(s): |
Students will identify adjectives in various types of grade level reading material. Students will use a thesaurus to locate more vivid adjectives. Students will create stories using vivid adjectives. |
| Additional Learning Objective(s): |
|
| Approximate Duration of the Lesson: |
Greater than 120 Minutes |
| Materials and Equipment: |
A bag containing approximately 15-20 "simple" adjectives that students could change into more vivid adjectives,
thesaurus for each student |
| Technology Resources Needed: |
Computers with Internet access, story development software, such as StoryWeaver, printer |
| Background/Preparation: |
Students should have had experience using a thesaurus prior to this lesson. Teacher will need to prepare index cards with "plain" adjectives for the "Bag O' Adjectives" activity. |
| Procedures/Activities: |
1.)List several adjectives on the board and ask students to identify the part of speech.
2.)Review the definition of adjectives and explain the importance of using vivid adjectives in writing. Read Hairy, Scary, Ordinary: What Is an Adjective? (Words Are Categorical)
by Brian P. Cleary and Jenya Prosmitsky and discuss the use of adjectives in the book.
3.)Provide each student with a book, magazine or newspaper article on his/her reading level. Give students 5-10 minutes to read the material and write a list of the adjectives that are found in the selection. As students share the adjectives with the class, have them identify "plain" vs. "vivid" adjectives. Use a T-chart graphic organizer to write the adjectives on a large poster that can be used as a classroom reference.
4.)Using the "Bag O' Adjectives," randomly select students to pull out a "plain" adjective and attempt to come up with a more vivid adjective to use in its place. ( Adejective List) This site contains a comprehensive list of adjectives.
5.)Give each student a thesaurus. Review the use of a thesaurus and how it can be used to aid in writing.
6.)Students will then be given a list of ten adjectives. Students will use a thesaurus to determine more vivid adjectives than the ones given. As an alternative students can use an online thesaurus. ( Online Thesaurus)
7.)Students will use story development software to write and illustrate a story using vivid adjectives.
8.)Students will proofread stories. Once finished, students will print out and share stories.
|
| Attachments:**Some files will display in a new window. Others will prompt you to download. |
Story Writing Using Vivid Adjectives Rubric.htm
|
| Assessment Strategies: |
Teacher observation of student thesaurus use, collection of student adjectives list found in individual reading materials, and a rubric (for vivid adjective stories-see attached) will be used for assessment. |
| Extension: |
|
| Remediation: |
|
|
|
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. |
| Variations Submitted by ALEX Users: |
|
