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Common and Proper Adjectives Grade Level: Fifth grade Time: 45 minutes Materials: Grammar workbook Definition signs

of adjective, common adjective and proper adjective Copies of Invisible Boy by Shel Silverstein Copies of Visible Boy Mad Lib National Council of Teachers of English Standards: Standard 6: Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. Student Objectives: 1. Students will be able to distinguish between common and proper adjectives by completing pages 163 and 164 in their workbooks. 2. Students will be able to write their own common and proper adjectives to describe nouns by creating a unique description, either real or imaginary, as a poem or a paragraph. Teaching Procedure: Introduction (students=S) (<10 min) 1. Sit S in a circle. 2. Ask if anyone knows what an adjective is. 3. Play the name game. S must come up with an adjective that starts with the same letter or sound as their name to describe themselves. 4. Each S takes a turn to say his name and adjective. He must then remember the adjective and name of the S who went before him (only directly before him -- not everyone who has already gone.) 5. After everyone has gone, see if anyone can remember the names and adjectives of everyone in the class. Development (20 min) 1. Have groups join back together. 2. Distribute Invisible Boy and Visible Boy. Read both poems aloud to class. As a class, identify all adjectives by underlining, using document camera. 3. Ask S if they notice any differences between the adjectives in the two poems. 4. Circle all proper adjectives. 5. Ask if S know what a common adjective is and what proper adjective is. 2. Hang up posters of definitions.

3. Tell S to open workbooks to pg 163 and 164. Use document camera to show worksheets. Complete worksheets as a class, using document camera. Conclusion (15 min) 1. Tell S that they will now write a description (real or imaginary) of something or someone. This description may be either a poem or a paragraph, but must include at least five common adjectives and two proper adjectives. The common adjectives should be underlined and the proper adjectives should be circled. 3. If S finish early, they may complete a Mad Lib. Assessment Collect the descriptions, and check for comprehension. No grades.

Invisible Boy And here we see the invisible boy In his lovely invisible house, Feeding a piece of invisible cheese To a little invisible mouse. Oh, what a beautiful picture to see! Will you draw a invisible picture for me?

by Shel Silverstein

Visible Boy And here we see the Canadian boy In his lovely Victorian house, Feeding a piece of American cheese To a little Italian mouse. Oh, what a beautiful picture to see! Will you draw a visible picture for me?

The First Day of School! 1. ______________(common adjective) 2. ______________( common adjective) 3. ______________(noun) 4. ______________(proper adjective) 5. _____________(adjective) 6. ______________(adjective) 7. _______________(number) 8. _______________(common adjective) 9. _______________(subject in school) 10. _______________(noun) 11. _______________(proper noun) 12. _______________(proper noun) 13. _______________(plural noun) 14. ____________("ing" verb) 15. _______________(plural noun) 16. _______________ (common adjective) 17. ______________ (verb) 18. ______________(common adjective)

The First Day of School! One very 1. _________(common adjective) morning near the end of summer, my mother woke me up at 4:00 A.M. and said, "Wake up and smell the grass, sleepy head - today is your rst day of school and you can't be late." I groaned in my bed for twenty seconds, but eventually, I got dressed. I wore a 2. __________( common adjective) and white striped long sleeve 3. _______________(noun) with a collar on it, a 4. _________(proper adjective) tie, dark gray pants, white socks, 5. ___________(adjective) shoes, and a(n) 6._____________(adjective) hat. In ten minutes I made lunch and ate my breakfast. 7. ___________ (number) hours later, the bus came, and in a few minutes I was already at school. In school, I met two really 8. _______________(common adjective) kids. All of us became friends very fast. That day we had 9._________(subject in school), and luckily my friends and I were at the same 10. _______________(noun) . My friends' names are 11._______________(proper noun) and 12._______________(proper noun). At math, we weren't together, and that really bugged me. We learned what 13._______________(plural noun) were, and when to use them. At snack and recess, we played 'Three - Square' together. It was extremely fun. At P.E., we were 14. ____________("ing" verb) off of the ropes onto 15._______________(plural noun). I thought it was a very 16. _______________ (common adjective) idea. In swimming class, we needed to swim extremely quickly, or else...we would have to 17._________ (verb). Thirty minutes later, school was over. I grabbed all my belongings, and put them into my back-pack. In two minutes, the bus came. Before I went into the bus, I shouted, "Goodbye, adios amigos, sayinara, and shalom," to my friends. Then I went into the bus. In a ash, I was back home. This day was an extremely 18.________(common adjective) day!