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***Reminder: All fields must be completed prior to submission.

Name:

Grade:
Linda Hillard

2nd

Lesson
Lesson #1-Describe your Adjectives
Title:
CCGPS or GPS Standard(s):

Date:
11/3/14

ELACC2L6-Vocabulary Acquisition and use: Use words and phrases acquired through conversations, reading
and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When
other kids are happy that makes me happy).
Classroom/Lesson Context (please check the following that apply):
X- Whole Group _____ Small Group _____ One-on-One

2 Students with IEPs/504s _____ ELL Students

____ Other (Please specify: _______________________________________________________________________)


Please specify the number of students:

10 Girls 16 Boys
Individual Education Plan Goal(s) and Benchmarks specific to this lesson:
N/A

Learning - Focus
Essential Question(s)
1-3 BIG ideas! How
can these questions be
used to guide your
instruction?

Strategies
1. I can put adjectives in place in relation to other words?
2. I can describe an adjective?
3. I can use adjectives to make sentences more interesting?

Central Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.

The students will learn to describe, define, recognize, and identify adjectives and
display how it is used in a sentence.

Academic Language
What is the key
language demand?
What academic
language will you
teach or develop?
What are the key
vocabulary words
and/or symbols?

Language Functions (Identify the purpose for which the language is being used, with attention
to goal and audience- the one verb from the standard; ex. demonstrate.)
Students will describe adjectives related to a specific noun. Students will give an
explanation as to why they used a particular adjective. I will inform students on how to
correctly use an adjective.

Language Vocabulary (Identify key, content specific words for this lesson: examples of
vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
students comprehension.)
(Adjectives, nouns, describe, person, place, thing, details, variety and different.)

Academic Language Demand (Identify one of the following: reading, writing,


listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding support- depending on the needs of the students throughout the lesson.)
The language demand for this lesson would be writing because students will be
required to write adjectives based on their own drawing.

Materials
What resources can be
used to engage
students?

Amazing Adjective Worksheet


Crayons
Pencil
Overhead Projector

Introduction to
Lesson/
Activating Thinking
What is the hook for
the lesson to tap into
prior knowledge and
develop students
interests? This should
tie directly into the
lessons objective and
standard and should
promote higher level
thinking. How will
you introduce the
content specific
vocabulary words?
***Use knowledge of
students academic,
social, and cultural
characteristics.

If I said the word elephant, how would you describe an elephant? (I will write down
the words as the students say them.) What are these describing words called?
(Adjectives)
If I said the word puppy, how would you describe a puppy? (I will write down the
words as the students say them.)
An adjective is a word that describes a noun. Someone tell me what is a noun?
(person, place, or thing)
What are some things adjectives describe?
Adjectives can tell how something looks, feel, sound, or taste.
Someone tell me an adjective of how something feels.
Someone tell me an adjective of how someone looks.
Someone tell me an adjective of how something taste.
Someone tell me an adjective of how something sounds.
What about adjectives that tell us how something or someone is big or tall.
Name an adjective that describes big or tall?
Adjectives answer questions as well. Adjectives can answer questions like; How
many? What kind? Which?
Students will give examples to answer the questions.
I will use student responses to make adjustments to my teaching instruction as the
lesson progresses.

Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs


and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):

Management Plan: I have a system of raising my hand up to regain order in the


classroom. I will also use 123 all eyes on me.
Body of Lesson/
Teaching Strategies
What will you have the
students do after you

I am going to pass out a worksheet and what I need you to do is draw a picture of
your family. Everyone is going to use their picture of their family to come up with
adjectives. You will need crayons because I want you to add color in order to
describe more adjectives.

introduce the lesson to


learn the standards?
What questions will
you ask to promote
higher level thinking?
What opportunities
will you provide for
students to practice
content language/
vocabulary? What
language supports
will you offer?

What are some things adjectives tell us?


Now, as you list your adjectives, try to be as descriptive as possible. If I say, my
dad has on a shirt. Is that being descriptive? What should I say? (My dad has on
a blue shirt.)
Now when you describe your family youre probably going to use emotions.
Such as, happy family, funny family, big family.
Your family members will have different characteristics; such as tall dad, short
mom, little sister, etc.

Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs


and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
I will monitor their understanding by making sure they understand the
instructions. My 504 students & my EIP students sit close to the board in order
to see well.
Management Plan: I will call on students that have their hand raised. I will ask My EIP
and 504 student probing questions to keep them engaged.

Closure/
Summarizing
Strategies:
How will the students
summarize and/or
share what they have
learned to prove they
know and understand
the standard(s) and its
vocabulary? Will you
provide opportunities
for students to apply
new knowledge while
making connections to
prior learning?

After students have finished the assignment. I will select students to come to the
projector to share what they have written.
I will close by asking the same questions I asked at the beginning of the lesson.

Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences): Students will use syntax as they describe their adjectives in sentences.
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Management Plan: The group leaders will collect the assignments.

Assessment/
Evaluation
Every standard listed
above must be
assessed and included.
Questions to consider
while planning:
How will students
exhibit an
understanding of the
lessons objectives?
How will you provide
feedback? What
evidence will you
collect to demonstrate
students
understanding/mastery
of the lessons
objective(s) including
their usage of
vocabulary?

Reflection/Analyzing
Teaching
Effectiveness
Reflection includes
characteristics of the
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were

Reminder: Assessment plan must align with objective(s)/standard(s).


Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
such; remember to identify both formative & summative assessments throughout the lesson):

Assessment Plan for Learning Objectives (This is a plan and should be written as such;
remember to identify both formative & summative assessments throughout the lesson):
As I assess for understanding, I will provide on the spot feedback and help students
correct any misunderstanding they may have from the lesson.

If I had to revise this lesson, I would have students break up in small groups to
come up with a collaborative paragraph that they write to talk about their families
and show how diverse families are with the use of various adjectives. They will
see how this can change the meaning of adjectives.

achieved. Specific
examples to improve
future lessons are
provided.

***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.