Adj Grammar

8/12/2019 Adj Grammar

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Intro to Adjectives______________________________________________________________________________________

SUBJECT AREA: English Language Arts

CCSS: Literacy: CCL.1.5b Define words by category and by one or more key

attributes (e.g., a duckis a bird that swims; a tigeris a large cat with stripes).

PERSONNEL: Teacher

INSTRUCTIONAL MATERIALS (Technology):

Yellow Pail

Stuffed Zebra Toy

Whiteboards and Dry Erase Pens

LESSON LENGTH: 30 minutes

MANAGEMENT STANDARDS:

! Students will practice working independently to come up with their own original

ideas.

! Students will wait to be called on to speak.

ANTICIPATORY SET:

Behavioral Objective (Do): Students will be able to describe objects using a

variety of adjectives.

Transfer (Learning theory/citations): Students will apply the adjectives in

writing to describe nouns and create longer, more descriptive sentences.

METHODOLOGY (Teaching):

Today we will be working with adjectives. By show of silent hands, who can tell

me what an adjective is?... Correct, an adjective is a word used to describe a person,

place, thing, or event.

In order to connect visual and auditory learning, and to help EL students with bothwritten and oral language acquisition, the instructor will write the following phrase on the

board and have students read it aloud all together.

An adjective is a word used to describe a person, place, thing, or event.

Now which sentence sounds more interesting.

The happy little boy ran quickly through the cramped hallway. OR The boy ran

through the hallway...Why?


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Students will be given time to think, the ultimate goal is for students to

understand that adjectives make writing and speaking more interesting. Student answers

should be taken as long as student can determine why they made that choice.

For example, if students says I chose the second sentence because it is shorter

and gets to the point, the instructor will not immediately claim the answer is wrong.

This is part of the methods used to develop a stewing pot of ideas and lower the affective

filter of each student. If all students dont understand the purpose of adjectives, the

following additional example will be given:

The field was nice. or The field was beautiful, filled with bright yellow flowers

growing in the warm sun.

The instructor will take more volunteers to choose the sentence with adjectives

and informally gauge the students understanding. Ultimately, the answer will be clarified

by the instructor.

Guided Practice:

We will start by describing this item with at least two adjectives

- Instructor will display the first item which is a yellow pail and give students one

minute to write on their individual whiteboards any adjectives they can attribute to the

pail.

Target Answers: Yellow, shiny, big, large, hard, smooth Differentiated Learning:While the low achieving students may need more time

and help to complete this first task, the GATE students will be allowed to silently write on

their boards as many adjectives as they can about the given item and form a sentence

with them. With white boards, students are able to complete work at their own pace

without distracting other by providing verbal answers and halting the thought process of

students who need more time. The list of adjectives will not be limited to just two

answers, but that it the minimum target for each student regardless of achievement level.

The next item presented will be a stuffed zebra toy. The students will again be

given one minute to derive a list of adjectives that pertain to the item.

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Target Answers:Black, white, striped, fluffy, soft

Independent Practice:

For the final task, students will be invited to come up with as many adjectives as

they can think of. Each student will work with a partner to create the longest list in the

class. The top three groups will receive a prize at the end of the day. This creates a fun,

competitive atmosphere for students to brainstorm different adjectives. By creating an

exhaustive list of adjectives, they are demonstrating their understanding of describing

words. Also, by working with a partner they are building upon their own knowledge by

using the knowledge of their peers.

With whiteboards, students are given an outlet to both write and speak their

words. This will be especially helpful for the EL learner and my struggling students. In

grouping the students, partnerships will be based on mixed achievement levels.

ASSESSMENT (objective verb):

Students will be given the attached Adding Adjectives worksheet. This will

assess their understanding of the definition of adjectives. The worksheet also provides

sentences where students will be prompted to fill in the blanks using appropriate

adjectives. The students will earn two points for defining adjectives and one point for

each adjective listed.

A score of 5 demonstrates satisfactory understanding of the standard.

A score of 4 demonstrates minimal understanding of the standard.

A score of 3 or less demonstrates insufficient understanding of the standard and

calls for reteaching of the lesson or small group remediation.

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Adj Grammar