Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Bailey Richter (Ms. Richter)

Grade Level: First Grade
Subject: Language
Date: 09/06/2020
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
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.1.1.f
Use frequently occurring adjectives.
CCSS.ELA-Literacy.L.1.2.e
Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

List the Rationale (cite theories or theorists):

Lev Vygotsky was an educational theorist who believed that individuals actively gain knowledge
through first-hand experiences and collaboration with other individuals (parents, teachers, peers, etc.).
Having stated this, Vygotsky stressed the role that social interaction had on children’s cognitive
development. He was a firm believer that social learning exceeded cognitive development. Through his
studies, Vygotsky further established the practice of scaffolding, in which an individual (most commonly a
teacher or parent) provides a varying amount of support for another individual (commonly a student)
through a new learning experience. It is typical for the educated individual to provide a great deal of
support to start off and gradually lessen the amount of support provided until the other individual is
capable of successfully completing the task on their own.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”
 Students will be able to identify at least five adjectives within the book Dragons Love Tacos: (big,
gigantic, little, baby, sizzling, crispy, spicy, red, green, chunky, smooth, hot, mild, beef, chicken).
 Students will be able to write a sentence or two using at least one adjective in each sentence to
describe their favorite food.
 Students will be able to define what an adjective is and its purpose.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

The common core state standards establish that students in first grade shall “demonstrate
understanding of frequently occurring adjectives by relating them to their opposites”. They then go on to
establish that students in first grade should “use frequently occurring adjectives” such as colors (red,
green, purple), sizes (big, small, gigantic, tiny), texture (smooth, chunky), etc. Therefore, with some direct
instruction, collaboration, and practice the students will have the skills and knowledge necessary to
identify and define adjectives, in which they will then be able to use adjectives to describe objects like
their favorite food.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
Not Applicable

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
Not Applicable

List the materials/resources you will need to teach the lesson.

 The book Dragons Love Tacos

 Interactive Smart Board
 Presentation (defining an adjective, providing examples, and includes practice exercises)
 Paper (for the students to draw a picture of their favorite food and write a sentence using an
adjective to describe it)
 Writing utensils (pencils, color pencils, crayons, markers, etc.) for students to use on post
assessment.

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
Interactive smart board – During direct instruction, I plan on selecting random students (using popsicle
sticks) to come up to the board an identify an adjective out of a list of words. List of words: big, flower,
bee, small, baby, kitten, chicken, cow, humungous, red, wall, green, wood, cow, beef, shiny

Assistive technology: N/A

Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
Not Applicable

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

I will determine what the students know prior to the lesson by asking students to think of their favorite
food. I will then ask them raise their hands if they know an adjective that could be used in a conversation
with their favorite food. Specifically word the sentence as, “Once you have your favorite food picked out,
raise your hand if you know an adjective that could be used in a conversation with someone about your
favorite food.” (I will then count the number of hands in the air.) I would then call on a few students, if any,
who raised their hand to share their examples. Then, I will have the students quietly discuss their favorite
food with a partner.
Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
By using the specific terminology in the sentence provided, I hoped to avoid giving away any context clue
that would help the students to determine what an adjective could mean. Therefore, when I have students
raise their hands, I will count to see the number of students who think they know an example of an
adjective. I will call on a few students with their hands up to ask for their example. If all of the students
raise their hands and accurately identify various adjectives to describe their favorite foods, I will then
review what an adjective is and then various examples of them (individually and in sentences). If the
students are unable to identify adjectives to describe their favorite foods, I will then teach a lesson on
what an adjective is and then provide multiple examples of adjectives (both alone and in sentences).

Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

To maintain classroom management, I can use nonverbal hand signals (using my fingers to display 0, 1, 2,
3, 4, 5 that will allow the students to know what level their voices should be at; 0 being no talking and 5
being outside voices). I can also use proximity to help guide students back on tasks. I may use an attention
getter “1, 2, 3 eyes on me” to help call attention back on the lesson. If necessary, I may use disciplinary
actions to provide consequences for misbehavior, which will be outline on a big post-it note of classroom
rules on a classroom wall (rules and consequences established on the first day of school as a class with
teacher guidance).

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
 Begin lesson by excitedly asking students to think of their favorite food.
 Then ask students: “Once you have your favorite food picked out, raise your hand if you know an
adjective that could be used in a conversation with someone about your favorite food.”
 Count the number of students who raised their hand.
 Randomly select a student(s), if any, to state their adjective describing their favorite food.
 One would then have the students quietly describe their favorite foods with a partner, while one
pulls up the presentation on the smart board.
 Using direct instruction and the presentation, establish what an adjective is by stating: “an
adjective is a word that modifies or describes a noun.”
 One would then move onto provide some examples of an adjective. There would be examples
listed on the presentation, such as huge hat, blue coat, wood desk, sparkly light, etc.
 (We Do) To engage students, use student-centered learning by selecting a random student and ask
them what their favorite food is. Then ask the students to identify some adjectives that could be
used to describe that food. Responses would vary (spicy, sweet, cold, cheese, salty, etc.).
 Encourage all responses! (There are no wrong answers as long as the responses are adjectives.)
 One would then move onto the practice exercise provided within the presentation. (A t-chart in
which students will use to categorize adjectives and non-adjectives. There will be a list of words:
big, flower, bee, small, baby, kitten, chicken, cow, humungous, red, wall, green, wood, cow, beef,
shiny.
  (We Do) Use popsicle sticks to select students to come up to the smart board and drag the words to
their coordinating box.
 Evaluate the students’ proficiency by monitoring their answers on the smart boards.
 Ask students why they categorized a word as they did (why is or isn’t a word an adjective).
 If the students display a proficient understanding of adjectives move onto introducing the book by
reading the title (Dragons Love Tacos), the author of the book (Adam Rubin), and the illustrator
(Daniel Salmieri).
 Then before continuing on engage the students by establishing facial expressions they can make
when they hear an adjective, such as using wide open mouths to demonstrate the adjective “hot”
or “spicy” or a creating a small “o” with their mouths as if they were drinking a smoothy to
demonstrate the adjective “smooth”.
 Let the students be creative with their facial expressions.
 Begin reading the book. As one reads the first 5-10 pages really emphasize the adjectives on the
pages (indicated by dots underneath the words) while also making facial expressions with the
students.
 As one continues on with the book (pages 10-15) lessen the emphasis put on the adjectives (still
indicated by dots underneath the words). Continue to make the facial expressions with the
students.
 Then as one wraps up the book (pages 15-20) have little to no emphasis when reading the
adjectives. Although, one may still choose to do the facial expressions with the students.
 If students proficiently identified the adjectives (making facial expressions) move onto post
assessment. However, if students had difficulty re-review what an adjective is and some examples
(preferably provided by the students).
 (You Do) Have students take a piece of paper and grab a writing utensil to draw their favorite food.
After they have completed their drawing, the students will write a sentence or two to describe
their favorite food using at least one adjective in each sentence, if not more.
 One would continue to walk around the classroom to help students if needed.
 (Lesson Closing) Review adjectives: have the students identify what an adjective is along with a few
examples. One may also end by asking the students to identify what kind of food that dragons love?
(The answers could be broad (tacos) but guide students to be more descriptive (beef, chicken,
gigantic, tiny, mild, etc.)

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
See Above

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
See Above
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
Review adjectives: have the students identify what an adjective is along with a few examples. One may
also end by asking the students to identify what kind of food that dragons love? (The answers could be
broad (tacos) but guide students to be more descriptive (beef, chicken, gigantic, tiny, mild, etc.) Students
can then share their drawing and sentences describing their favorite foods by using an “author’s chair”.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

 Students will complete an assignment in which they will draw their favorite food and write a
sentence or two describing that food using at least one adjective per sentence.
 Students will also be assessed by facial expressions given during the read aloud.

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

Not Applicable

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.
Not Applicable