Maren McIntire/1st grade Reading/TBD

Topic: In this lesson students will learn to identify, create, and use adjectives. Students will learn to
differentiate between nouns and adjectives.

Objective/Standard: A lesson on Lumio will be taught to the students about nouns and adjectives and
students will interact with the presentation on their computers. TSWBAT complete the quiz afterwards
with 80% accuracy. Then the students will be able to participate in the board game after the quiz.

Standard: LW-1-1-1

Teaching Procedures:

 Introduction-
o I will have the first slide of the Lumio presentation up on the board. Students will get out
5 minutes their computers, log in, and think about the fun fall riddle on the board. I will ask if
anyone knows the answer, and if not, I will tell them. (With a Pumpkin Patch)
o Then on the next slide, students will answer the poll of what their favorite fall and
Halloween activity is, and we will discuss it as a class.
 Development-
o I will go to the slide about nouns and review what they are with the class.
10 minutes  Guided Practice-
o Students will move to the next slide and draw two nouns in each category, and I will walk
around to see if any help is needed to ensure students know what nouns are.
 Development-
o On the vocab slide, I will ask someone to tell me what a noun is and then uncover the
definition. I will explain what an adjective is and what descriptive words are.
7 minutes o Students will then answer the poll about what color their favorite shirt is. After we
discuss the results and some students share their favorite shirts, I will explain the color
you said that your shirt is was an adjective.
o Then I will explain why adjectives are important.
 Guided Practice-
o The class will be split up into 5 groups using class dojo. I will pass out a card that has one
of the five senses on it to each group. Each group will be responsible for coming up with
a few words that describe pumpkin pie that correspond with the sense they have. I will
walk around to help each group think of something. I will start with the group that has
sound because that is a tough one with pumpkin pie.
15 minutes  Suggest what sound do you hear when the pumpkin pie is done in the oven, or
what does the electric mixer sound like when you are baking it.
o After a few minutes I will have each group report what words they have come up with.
o I will explain to the students how to put the adjective and the noun together.
 Ex. Orange Pumpkin Pie, The loud oven, the yummy pumpkin pie.
 Guided Practice-
o Students will then do the same activity again with their groups and with the witch’s
potion. They will do all the senses and write it on their computers.
10 minutes
o After they complete this they will head back to their seats as I tell their group to.
  Development-
o Students will answer the poll about how they are feeling about this topic. I will review
the answers and the kids that say they are struggling I will come around to help them for
the next activity.
 Independent Practice-
o For the next activity, students will look around the room and fill in the graphic organizer
with adjectives to describe what they can see, feel, hear, touch, smell, and taste.
o I will remind them that we are looking for adjectives and tell them to say the noun and
10 minutes the adjective.
 Ex. Bright Lights, red rug
o I will give the students a hint that for taste a good one could be sweet candy that is on
my desk and tell them to try to find one more.
o After the whole class has completed that activity, I will pick on a few students to share
some of their findings and show some fun drawings.
o The students can then individually play the sorting game on the next slide.
 Development-
o I will show students how to find an adjective in a sentence and find what noun it is
describing by circling and using arrows.
 Guided Practice-
o We will do the next sentence on the next slide together and call on students to tell me
10 minutes
where to circle and draw the arrow to.
 Independent Practice-
o On the next slide students will do it by themselves.
o There are two adjectives describing two nouns so we would go over it as a class once
everyone is done to see if anyone caught that. I will explain how there can be multiple in
one sentence.
o On the next slide students need to draw the sentence taking into account the adjectives
and how they describe the noun.
 Development-
o I will show how there can be two adjectives describing one noun and explain where it is
appropriate to put a comma.
5 minutes
 Independent Practice-
o Students will answer the question about what is missing in the sentence. (A comma
between the two adjectives)
15 minutes  Assessment-
o Students will take the quiz that is on Google Classroom
 Guided Practice
o I will split students into groups of 4 using class dojo again.
o Students will get into those groups, and I will pass out the board game to each group.
o I will tell the students the instructions and then let them play the game.
20 minutes
o I will put a timer up on the board using https://www.online-stopwatch.com/classroom-
timers/. I will put it for whatever time we have left, giving 5 minutes to clean up and get
situated.
 o I will walk around to check on each group.
 Closure
o Each group will come up to me at the end to return their board games but I will tell them
to come up with a sentence that contains a noun describing an adjective before they can
give me the board game.

Materials: Promethean Board, Class Dojo, 5 board games, google form quiz

Adaptations: Depending on what the adaptation is, I can change the Lumio presentation to help better
fit that student. If a translator is needed, the translator can be up in the front of the room as well as in
the small groups when we break out. I can make accommodation to the quiz if needed as well.

Evaluation:

 Formative
o All the Lumio activities
 They show each student’s work so I can see how each student is performing.
o The board game.
 Are they able to keep up and participate?
 Summative
o Google Form Quiz
 This quiz will be graded on correctness. The students should get an 8/10 or
better.

Reflection:

 Student
o Did they understand the lesson?
o Were they able to complete the Lumio activities?
o Did they understand how to play the board game?
o Was the quiz too hard?
 What was the average score?
o Was there enough time to complete the tasks?
o Did the students enjoy the Lumio?
 Teacher
o Was I clear in my instruction?
o Did the Lumio work out well?
o Are there any changes I need to make to the Lumio?
o Was the board game a good idea at the end of class?