SIOP® Lesson Plan Template 2 STANDARDS: CCSS.ELA-LITERACY.L.1.1.F Use frequently occurring adjectives. THEME: ELA 1st Grade. Entering/Emerging ELLs. LESSON TOPIC: Introduction to Adjectives. 50 Minute Lesson Objectives:
Content Objectives: Students will be able to explain the purpose of an adjective. Students will be able to identify and use a variety of common adjectives to describe something. Language Objectives: Writing: Students will be able to add adjectives to describe nouns in sentences. *LEARNING STRATEGIES: Group Discussions, Small group activity, Read Aloud, Scaffolding, Modeling *KEY VOCABULARY: adjective, noun, describe/description MATERIALS: Hairy, Scary, Ordinary by Brian P. Cleary, Powerpoint: What are adjectives? Worksheet 1: Underline the adjective. Worksheet 2: Adding Adjectives to Simple Sentences, Student Notebooks, Pencil, Nearpod Presentation (https://nearpod.com/library/preview/lesson-L1439464)
MOTIVATION:(Building Background) First, content and language objectives will be shared with the students orally and visually on the board. This ensures students know what is expected to be learned and discussed in class this day. It is an easy way to focus students on the topics at hand and the important objectives of the day. All students will be on the same page and start a small self-reflection of what they may or may not know about this topic on their own. Group Discussion: The teacher will post on the Smartboard the following question: “If I was going to meet your parents tonight, what are some words you would like me to use when talking about you?” Students will take 5 minutes to brainstorm at least 3 words they would like me to use to describe them. As students share their answers the teacher will invite the students up to the board to write the word on the brainstorming diagram on the Smartboard. After 5 minutes of brainstorming and writing students ideas on the board, the teacher will ask the students “what is the purpose of all these words?” “What are they trying to do?” Students should discuss they are describing words. If students have difficulty coming up with this answer, the teacher can explain they are describing words and all these words are called adjectives. PRESENTATION I do: The teacher will open a powerpoint presentation “What are Adjectives”. This small presentation will define an adjective and what it describes (nouns). The teacher will tell students they are only focusing on adjectives that describe nouns today. Review what a noun is (person, place, or thing). The teacher will have example sentences with adjectives describing each type of noun (few examples of person, place, and things). The teacher will read the first example and explain what the adjective is and what noun the adjective is describing. After reading the sentence, the teacher will model how to identify the adjective and underline it. As the teacher continues with more examples, they can call upon students to read the sentences and come up to the board to underline the adjective. The student can also draw a line from the adjective to the noun it is describing. If the student has trouble with this part the teacher can assist the student or tell the student to phone a friend to help them (Remember to put the adjectives before the noun for some examples and after the noun for others. This will open students' minds up to the idea that adjectives do not have a clearly designated spot in all sentences). Students will receive immediate feedback from the teacher. Through positive or negative oral responses from what they have underlined on the board. Students will then be given different images where they can share ideas with a partner and identify adjectives they would use to describe the pictures given.
PRACTICE/APPLICATION: *We do: Read Aloud The teacher will begin reading the book, Hairy, Scary, Ordinary by Brian P. Cleary. As the teacher reads, he/she will provide students with Turn and Talk opportunities by asking questions like, “Turn to your partner, what was the adjective in the sentence ..?” or “Turn to your partner, how can you describe the picture of the ..?” Students will analyze the writing in the book assigned for the read aloud to make connections to the meaning of the words. Students will receive feedback from both the teacher and their peers. When they are answering the questions that the teacher asks along with the story, students will discuss their answers with one another and the teacher can keep an ear open for good answers to praise and make examples for the other students. You do: Group Activity Worksheet (Underline and add adjectives) Students will be able to apply their knowledge of adjectives to complete the two activity worksheets. Students will be placed in small groups and given the worksheets ``Underline Adjectives” and “Describe the Picture”. They will complete the underlining activity first, then as a group move on to the next activity. The students will be given 20 minutes to complete the activities. The students can work together in the groups to discuss what they think the adjective is in the sentence and underline that word. On the second worksheet, students can discuss the different adjectives they can use to describe each given picture. The students can try and agree on one answer or write all the different answers they can come up with.The groups will come back together as a whole group at the end of the allotted time to review the answers for both activities with the teacher. The teacher will invite volunteers to come up to the board to answer each question. The students will receive immediate feedback from the teacher and the students in the class through a general poll of whether everybody thinks the student has given a correct answer. REVIEW/ASSESSMENT: Nearpod Activity: Students will be directed to log onto join.nearpod.com and type in the activity code using their device (ChromeBook, iPad, laptop). Students will first be reminded of what an adjective is. They will then answer multiple questions asking them to use adjectives while describing themselves and nouns, and identifying the adjectives in multiple sentences. EXTENSION: Homework Assignment: All students in the class will receive a copy of the homework assignment “Adding Adjectives to Simple Sentences”. No matter how well the students performed during the class today, the students will use this extension at home to ensure and solidify their mastery of this lesson. This extension also works as a form of assessment for me to refer to when analyzing the mastery of the targets of this lesson for each student. Through completing the activity and adding adjectives to the nouns in the sentences and rewriting the new sentence on their own, I can easily identify the big ideas of the lesson such as if the student knows what an adjective is, if the student understands the use of an adjective, and if the student can think of appropriate adjectives to use for the different sentences provided to them on the worksheet.