ALEX Lesson Plan

     

Let's Describe! (Adjectives Lesson)

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  This lesson provided by:  
Author:LaTonya Barnes
System: Birmingham City
School: Princeton School
The event this resource created for:CCRS
  General Lesson Information  
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.

 Associated Standards and Objectives 
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 1
7 ) Use illustrations and details in a story to describe its characters, setting, or events. [RL.1.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.7- Answer questions about illustrations in a story that describe its characters, setting, or events.


English Language Arts
ELA2015 (2015)
Grade: 1
16 ) Use the illustrations and details in a text to describe its key ideas. [RI.1.7]

English Language Arts
ELA2015 (2015)
Grade: 1
34 ) Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. [SL.1.4]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.34- Describe familiar people, places, things, and events when communicating.


English Language Arts
ELA2015 (2015)
Grade: 1
35 ) Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. [SL.1.5]

English Language Arts
ELA2015 (2015)
Grade: 1
36 ) Produce complete sentences when appropriate to task and situation. (See Grade 1 Language standard 37 for specific expectations.) [SL.1.6]

English Language Arts
ELA2015 (2015)
Grade: 1
37 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.1.1]

a. Print all uppercase and lowercase letters. [L.1.1a]

b. Use common, proper, and possessive nouns. [L.1.1b]

c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). [L.1.1c]

d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). [L.1.1d]

e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). [L.1.1e]

f. Use frequently occurring adjectives. [L.1.1f]

g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). [L.1.1g]

h. Use determiners (e.g., articles, demonstratives). [L.1.1h]

i. Use frequently occurring prepositions (e.g., during, beyond, toward). [L.1.1i]

j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. [L.1.1j]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.37- Demonstrate standard English grammar when writing or speaking.
ELA.AAS.1.37a- Print all uppercase and lowercase letters when writing or speaking.
ELA.AAS.1.37c- Use frequently occurring nouns and verbs when writing or speaking.
ELA.AAS.1.37f- Use adjectives when writing or speaking.
ELA.AAS.1.37g- Use the conjunctions and or when writing or speaking.


English Language Arts
ELA2015 (2015)
Grade: 1
38 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.1.2]

a. Capitalize dates and names of people. [L.1.2a]

b. Use end punctuation for sentences. [L.1.2b]

c. Use commas in dates and to separate single words in a series. [L.1.2c]

d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. [L.1.2d]

e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. [L.1.2e]

English Language Arts
ELA2015 (2015)
Grade: 1
40 ) With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. [L.1.5]

a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. [L.1.5a]

b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). [L.1.5b]

c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). [L.1.5c]

d. 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. [L.1.5d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.40- With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
ELA.AAS.1.40a- Use picture word cards to sort words into categories (e.g., colors, clothing).
ELA.AAS.1.40b- Sort familiar words into like groups (e.g., duck, swan, and bluebird are all birds; triangle, square, and circle are all shapes).
ELA.AAS.1.40c - Identify real life connections between words and their use (e.g., note places at home that are cozy).


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):

 
 Preparation Information 

Total Duration:

61 to 90 Minutes

Materials and Resources:

  • 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 whiteboard, 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:

  Assessment  

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

Acceleration:

  • 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."

Intervention:

  • 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.

View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.