Learning Plan: ELEMENTARY & SECONDARY1

Title of lesson All About Me Grade 3

level
Subject ELA Topic
Adjectives
Relevance As we have been covering nouns, we will use this lesson to explore adjectives. We can look at
the various uses of adjectives when describing ourselves. Students will be encouraged to be a
descriptive as possible and create the image of who they are as a person/ what makes them
unique.
Resources Required  All About Me Worksheet
 Pencil
 Eraser
 Smart Board
 Magnets to pin up their work
QEP Subject Area Competency 2: Students are writing specifically about themselves and will explore proper
Competencies information that is used to do so.
Competency 4: Students will be utilizing English to express who they are and will
communicate their own selves in this language.
Learning Objectives  To express ourselves with language.
 To effectively utilize descriptive language in a way that paints a picture.
Essential Question(s)  Who are you?
 What makes you unique?
 How can we use adjectives to describe ourselves?
Lesson Introduction (hook): Student will know:
Timing  This lesson will be introduced with a version of the  How to properly describe
“All About Me” worksheet that I have filled out. themselves in detail.
5-10
 This will be displayed on the smartboard and can be  How to use adjectives.
mins
editable as we go through it (being able to edit as we  How to use language to describe
go will help out later in the lesson). themselves/ make their worksheet
 As this is one of my first weeks actually teaching personal.
with this new class, I want to have an opportunity to
share with them who I am and any other details about
me personally.
 I will go into detail about each part and tell them why
those parts make me unique.
 I will use as much descriptive words as possible
(simple adjectives) and will encourage the class to do
the same.
Development (Learning activities – step by step sequential Students will understand:
procedure):
 What information is relevant when
describing themselves.
 What adjectives are and when we
use them.
30-40  As a class, we will share possible adjectives that Students will do:
mins would be fitting to use for this worksheet.  Students will work with the class to
 These will be displayed on the board and will be answer questions/include details
showcased as “possible examples” that describe themselves.
 Students will understand that they do not need to use  Students will explore various
adjectives and how they can be used

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Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner
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 the adjectives on the board and should instead pick
adjectives that are personal to them.
 Next, we will work through the worksheets as a class.
 I will lead this and will show students exactly what to
put under each section.
 We will work through the “title” section together and
I will tell students what is expected to go there.
 I will circulate during this time to make sure each
student understands what to do and is on task.
Closure (transition):
 To end, I will have students share specific parts that
they wish to share with the class.
 We will post their sheets around the class and can
have students walk around read about their
classmates.
 As they share/ walk around the classroom, students
will be listening and will be identifying the adjectives
that they used.
 We can regroup at the end to share some of the
adjectives that they read.
 As students finish (those that finish quickly), they
will be asked to write 1-3 questions that they have
about me on sticky notes. We can answer these
questions as the weeks go on. (Maybe a question
box?)
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to paint a visual image.
Cross Curricular Competencies:
 To Communicate Appropriately:
Students will be using language that
is specific to the content on display.
They will focus their work on
describing themselves.

Broad Areas of Learning:
 Personal and Career Planning:
Students will be sharing information
about who they personally are.
Additionally, they have a chance to
share about who they want to be as
they grow up.
 Citizenship and Community:
Students will be sharing these sheets
with their classmates and will be
describing each component to
highlight who they are within their
community.
 Health and Well-Being:
Students are looking at traits that
make them interesting/ unique.
These traits will contribute to the
well-being of an individual.
Universal Design for Learning/
Differentiation:
 We can use sticky notes if students
need extra space or would prefer
different access.

FORMATIVE - Assessment FOR learning:
 Utilizing the “silent thumb” is a
great tool to assess students’
learning/ knowledge as the lesson
progresses. I will use this
throughout the lesson to check for
understanding
 Students will be prompted
throughout the lesson as a form of
checking their understanding.
 As this is group/ class oriented, we
will all be working at the same
pace.
FORMATIVE - Assessment AS learning:
 Students will be participating/
sharing their work as the lesson is
being taught. This will allow us to
assess as we work.
 SUMMATIVE - Assessment OF learning:
 As each student will have their own
worksheet, we will keep these in
their journals to document and
showcase their work.
Further considerations (follow up activities)
 This lesson can connect to a future lesson about “describing characters” from a book or novel. Students will
understand what “traits” would be applicable to describe a character and could use the same techniques to
determine which adjectives would be best.
 We could run a drama lesson in which the students demonstrate the “when I grow up” section. Here, they
would show us what a day in their life might look like if they are to become what they aspire to be!