East Tennessee State University

Tennessee Tech UniversityLesson Plan TemplateName: Allison FeltyDate: 6 March 2015

Lesson Title: Adjectives

Grade/Level: Second

Curriculum Standards Central Focus Question/Big Idea/GoalRationale/Theoretical Reasoning

State Curriculum Standards (Include the number and text of the standard. If only a portion is being addressed, then only list the relevant parts).

L.2.1.E - Use adjectives and adverbs, and choose between them depending on what is to be modified.

L.2.5.B - Distinguish shades of meaning among closely related adjectives (e.g., thin, slender, skinny, scrawny).

L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives to describe.

What question(s), big idea(s), and/or goals drive your instruction?

What is an adjective? How do adjectives help us picture a noun? Which adjective is best to describe a particular noun?

The students Zone of Proximal Development (Vygotsky 1978), a term used by Vygotsky, will be used in this lesson. I will provide material and instruction that will go beyond what the students can do on their own, and into the zone where they can learn effectively with the help of the teacher. But, I will not go past the students frustration level, because I will provide scaffolding (Vygotsky 1978) to the students who are struggling. I will get down on their level and speak to them in a way they can understand and learn from. I will also use Blooms Taxonomy (Bloom 1956) to create questions and activities to elicit higher order thinking. I am determined to meet my students needs throughout this lesson. I believe that I need to challenge the low, middle, and advanced students to learn their best on their level. I also believe that I need to group the students in a way where lower students can be helped by the higher leveled students, and the advanced students can succeed by teaching the struggling students. Finally, I believe that the activities and the assessment need to match the standards and objectives, and well as the content of the lesson. Making sure all of these are aligned will get my students on the route to success.

Lesson Objective(s)

Objectives are measureable.

I can describe a noun or a pronoun using adjectives.I can identify the correct strength of adjective when I talk about a noun.

Vocabulary/ Academic Language (Language Function)

What opportunities will you provide for students to practice content language/vocabulary and develop fluency? Describe is one language function that my students need to know to understand this lesson. Students will be describing the popcorn they observe at the beginning of the lesson. They will also be describing the pictures they see in the flipchart and an animal of their choosing. Students need to understand that when you describe you tell what something is like, and that describing is very closely related to adjectives.Identify is another language function that my students will be working with during this lesson. During the same activities listed above, my students will be identifying the correct adjectives to use to accurately describe certain nouns.

Adjective a word that describes a noun.Pronoun - a word that replaces a noun.Texture - how an object feels.Appearance how an object looks.Flavor how an object tastes.Odor how something smells.Behavior how something acts.

Assessment/Evaluation

Formative (Informal): How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?

The students will complete an activity where they will describe an animal of their choice. This will demonstrate understanding of the objectives because the students will be required to describe an animal using adjectives and identify the correct adjectives to use. I will monitor by walking around the room and observing the students work. I will conference with individual students to gage their understanding. This will also give me a great opportunity to give my students the feedback they need understand the objectives.

Summative (Formal): What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?

I will collect the adjective sheet from the students to use as evidence of student learning. They will be graded on how well they described their animal and if their peers were able to identify the animal they were describing. I will also collect they exit tickets as evidence of learning. They will tell me (in their own words) what an adjective is and list three adjectives that describe themselves. This will give me immediate evidence of how my students retained the information given in the lesson.

Instruction

Set/Motivator: How to engage student interest in the content of the lesson? Use knowledge of students academic, social, and cultural characteristics. (15 minutes)

I will begin the lesson by passing out a handful of popcorn to each of the students. I will instruct them to wait to eat the popcorn until I tell them to. Next, I will ask the students to observe their popcorn and think about words to describe their popcorn. As they eat their popcorn, we will write words that described our popcorn on the Activeboard flipchart. After discussing what words describe the popcorn, I will tell the students that all of those describing words are called adjectives. I will continue with the flipchart to teach about adjectives and to give some examples that the students can use.

Instructional Procedures/Learning Tasks: Provide specific details of lesson content and delivery. (25 mintues)

We will then pick an animal that we will use adjectives to describe. As we discuss the animal, we will briefly talk about shades of meaning and how they help us choose the intensity of an adjective we need to use. After the class has used adjectives to describe their animal, they will receive their own adjective papers. They will choose an animal to describe using adjectives. They will keep that animal secret by not writing the name of the animal on their paper or talking to their neighbors. When they finish writing, they will crumple up their papers and throw them to the front of the room. Then, they will choose a paper to read and guess what the animal is. They will repeat the crumpling, tossing, and retrieving two more times. Questions and/or activities for higher order thinking: These cannot be answered by yes or no.

How does your popcorn look, feel, smell, sound, and taste?What are some words that describe your popcorn?What is an adjective?What do adjectives describe?Describe this picture or this animal with adjectives.What was this person trying to describe?What adjectives describe you?

Closure: Verbalize or demonstrate learning or skill one more time. May state future learning. (5 minutes)

To close the lesson, I will collect the papers and have the students tell me what animal they chose. I will then hand them each an exit ticket to fill out. They must write down the definition for an adjective in their own words and three adjectives that describe themselves before they can move on to the next activity. Material/Resources: What do you need for this lesson?

Popcorn Paper towelsAdjectives FlipchartAdjectives sheetExit tickets

Adaptations to Meet Individual Needs: How will you adapt the instruction to meet the needs of individual students?

I will closely monitor six students who have been identified as struggling learners. Several of these students are struggling readers, one had a processing IEP, and another is an ELL student. I will ask them probing questions to keep them on task. During the activity that asks them to write adjectives to describe an animal, I will place them in a small group with the teachers assistant. They will work together to describe one animal.

My middle level learners will be held to all of the expectations of the lesson. I will monitor these students and ensure that they understand the objectives.

My advanced learners will be expected to go above and beyond during the activity. My mentor teacher and I will talk with them and give them feedback to push them to do their very best. I will expect to see advanced vocabulary and deep consideration in their choices of adjectives.

Management/Safety Issues: Are there any management and/or safety issues that need to be considered when teaching this lesson?

During this lesson, the students will be eating popcorn. They will need to follow directions and not eat the popcorn right away. They also need to be neat with the popcorn.

The students will also be throwing and retrieving paper. The students will be instructed to throw the paper in a specific place and they will be chosen to retrieve a paper by table group.

Reflections/Future Modifications: To what extent did the class learn what you intended them to learn? What will be your next steps instructionally? What did you learn about your students as learners? What have you learned about yourself as a teacher?

_________________________________________________________________________________________Student Teacher Signature/Date Supervisor/Date

Name: ___________________________________________

Animal Adjectives

What color is it?How big is it?

What else does it look like?

How does it act?

What does it sound like?What does it feel like?

Write down your prediction and your name below.

Revised Spring 2011