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Wietske Tillema

English Language Arts Lesson


2nd Grade

TEKS/Guidelines:
110.13. English Language Arts and Reading, Grade 2,
(a) Introduction.
(1) The English Language Arts and Reading Texas Essential Knowledge and Skills
(TEKS) are organized into the following strands: Reading, where students read
and
understand a wide variety of literary and informational texts; Writing, where students
compose a variety of written texts with a clear controlling idea, coherent organization,
and sufficient detail; Research, where students are expected to know how to locate a
range of relevant sources and evaluate, synthesize, and present ideas and
information; Listening and Speaking, where students listen and respond to the ideas of others
while contributing their own ideas in conversations and in groups; and Oral and Written
Conventions, where students learn how to use the oral and written conventions of the
English language in speaking and writing. The Reading strand is structured to reflect the
major topic areas of the National Reading Panel Report. In second grade, students will
engage in activities that build on their prior knowledge and skills in order to strengthen
their reading, writing, and oral language skills. Students should write and read (or
be read
to) on a daily basis.
B) Knowledge and skills
(21) Oral and Written Conventions/Conventions. Students understand the function of and
use the conventions of academic language when speaking and writing. Students continue
to apply earlier standards with greater complexity. Students are expected to:
(A) Understand and use the following parts of speech in the context of reading,
writing, and speaking:
(i) Verbs (past, present, and future);
(ii) Nouns (singular/plural, common/proper);
(iii) Adjectives (e.g., descriptive: old, wonderful; articles: a, an, the);

Lesson Objectives:
The teacher will present the video from Maple Leaf learning to emphasize the content that the
students will learn before the lesson. The teacher will present images on the document to help

bring out students creativity on what each picture describes. The teacher will then explain what
adjectives are and why they are used. The students will then be able to identify and use
adjectives in sentences properly.
Materials:
Color printed images of various objects

Document Camera

Pencil

Personal Dry Erase Board

Notebooks

Dry Erase Board

Dry Erase Marker

Blank Sheet of Paper

Duration:
Approximately 45 minutes to an hour
Focus/Anticipatory Set:
Watch this Video https://www.youtube.com/watch?v=3JZi2oDvPs4
Instruction Input
The teacher will present the images on the document camera and ask the students to describe it
with their partner sitting next to them. Then allow the students to share one descriptor they used
with their partner aloud with the class. The teacher will then write each descriptor shared aloud
on the dry erase board.
Explain to the students that each of the descriptors written on the board are called adjectives. The
teacher will explain to the students that adjectives describe a noun, a person, place, or thing.
Discuss with students why adjectives are used.
Students will discuss and identify a few more adjectives from other images presented on the
document camera.
Check for Understanding/Questions Strategies:
The teacher will ask the student questions about the information that was presented. The teacher
will ask questions over adjectives and students will respond by writing the answer down on their
own personal dry erase board. The students will hold up their dry erase board for the teacher to
check for understanding.
Guided Practice:
The students will be split into four different groups of the teachers choice. The teacher will
place the rest of the images face-down on the table. Each group will choose a captain who will
pick up one image along with a blank sheet of paper. Ask students to think about words that
describe their picture and discuss their words with their group members. Have the captain write
down these words on the blank sheet of paper. After about 15 minutes, have the captains present

the image in class and explain the adjectives that their group had come up with. The teachers
then will ask the groups to choose two of the words to use in a sentence. The teacher will visit
with the groups giving them assistance and comments.
Closure:
The class with discuss all the types of adjectives they used to describe nouns in class that today.
The teacher will ask the students why adjectives are important. The teacher will write down all
the sentences that the groups came up with on the dry erase board. The teacher then will
underline all the adjectives and circle the noun it describes.
Independent Practice:
Each student will choose from the remaining stack of images and describe them independently
on a blank sheet of paper. Each student will write down at least three adjectives and use at least
two of them in sentences. The teacher will remind them to underline each adjective used and to
circle each noun it describes. During this time, the teacher will walk around the room to give
assistance as needed.
Alternative Assignments for Differentiated Instruction:
Throughout the lesson, students will be given a variety of instruction including visual, written,
and oral instruction. This way students that require a little bit more assistance can benefit from it.
Visual instruction allows ELL students to be more engaged within the lesson. GT students will be
asked to read a little further into instructions to determine the different types of adjectives there
are such as proper and comparative. After viewing different examples of proper and comparative
adjectives, the GT students will be asked to create a chart to list these types of adjectives.
Reteach:
Students that still seem to have trouble understanding the lesson will be put into a small group
for more instruction. The teacher will use this time to use different teaching styles to help the
student better understand the content.