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Lesson Plan Form - LBS 400

Candidate: Subject: Grade level(s): Date:
Shannon Campis Reading First Grade 4/12/18

Standard:
CCSS.ELA-LITERACY.L.1.1.F- Use frequently occurring adjectives

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

What are students learning? Underline content type.
Students will learn how to use descriptive adjectives to finish a sentence and draw a picture.

II. LEARNING OUTCOME (Objective):

Students will be able to use adjectives to describe a noun by filling in the correct adjective in the sentence.

DOK/Cognitive Rigor Level: One

Language Demands (What demands in terms of language does this lesson require of students,
particularly English Learners?):
 To understand what an adjective does for a noun
 Students should know the what an adjective is in order to use the right word when describing
something.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): What lesson would
come before this lesson? What lesson would come after this lesson?
A lesson that could come before this would be the teacher using adjective words with the students
and having them identify and describe the traits of a picture that the teacher shows. A lesson that could
come after would be for the students to pick the correct adjective between two words in a particular
sentence.

IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity): Have students tell me descriptive words about a picture.
Anticipatory Set: activate student prior knowledge

Student friendly objective: By the end of our lesson you should be able to use an adjective to describe
a noun by completing a sentence by filling in the appropriate adjective

Purpose: Why are students learning this? Why is it important?

The importance of students learning about adjectives is so they can be more descriptive when
explaining a noun or pronoun. Students need to be able to know about adjectives to make their
language more entertaining and descriptive.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

Step #1: Introduction

a. The teacher will write on the board several phrases with adjectives. For example, Angry bear, Sharp
hammer, Light feather, Shiny diamond, Fuzzy caterpillar, Scruffy pirate, Happy puppy, Sweet apple.
The teacher will write at least eight sets and then tell the students that they will be learning about
adjectives today. She will state that adjectives are words that describe other words. Together as a class,
we will read each phrase together. Following back up to the first phrase the teacher will draw a line
under the adjective. The teacher will repeat this process two more phrases and then call on students to
come up and do the rest.

b. The student will come up to the board and identify each adjective in the phrases the teacher wrote
on the board.

b. Student response: I will look for active participators for this section of the lesson.

Step #2: Instruction/ teacher modeling

a. The teacher will display two pictures on the board, one at a time so the children don’t get distracted.
She will reiterate that adjectives are words that describe something. With these pictures, the teacher
will model using my senses to describe the picture. The teacher will write about three words to describe
the popcorn picture then she will look to the students to continue. Next the teacher will display a
picture of Parrots and the same thing will occur.

b. The students will raise their hands to call out adjectives that describe the popcorn and parrot
pictures. They will also make phrases of the adjective they use like we did previously.

b. Student response: Choral response will definitely take place in this section because I am looking
for active participators to call out what they see in the pictures in front of them.

Step #3: Independent working time

a. The teacher will give the students a worksheet that has six sentences with a word bank on top of the
page.

b. The students will circle all the adjectives that are in the word bank and fill in the blank to complete
the sentences using the correct adjective above. When students completed all six sentences, they will
pick one sentence to draw a picture of that on the back of the page.

b. Student response: The students will turn to the person sitting next to them and show their drawing,
think pair share.

C. APPLICATION ACTIVITY (Practice and/or Reflection): The application activity is when students
are doing the worksheet to show their understanding of what adjectives are. A reflection on this is when
I grade the worksheet to make sure they did it correctly.

D. MATERIALS & RESOURCES: What do you need for the lesson? Make a list.
The pictures for the students to describe, the adjective worksheet, pencils, colored crayons, magnets.
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

Formative: During Lesson, Check for Understanding, Teacher observation: During the lesson, the teacher
will often stop to check if there are any questions. When the students come up to the board the teacher
will assess the students by being able to identify the adjective in the phrase. When the students are doing
the worksheet individually at their desks, the teacher will walk around to answer any questions and to
help assist those who need it.

Summative: (at the end of the lesson) (Closure, exit slip, ticket out the door, quiz, test)
The teacher will draw the students back together to review the purpose of adjectives. Lastly, the teacher
will have some students share the sentence they used to draw the picture on the back.

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,

Instruction, Practice): How can we provide equal access for all students? (Accommodation)
How will you help struggling learners or differentiate (challenge) high achievers? (Modification)
The teacher will use scaffolding to help the struggling learners. When they see
exactly what the teacher is doing, they are able to follow after.

VII. HOMEWORK (if appropriate): The teacher could send home a homework that requires the students to
write their own sentence(s) with an adjective word in it.