Submitted by: Kristin Buholtz

Grade Level(s): 2nd

Apple Commercials
Rationale: Ask the students what

Materials/Equipment: Apple

adjectives do to nouns. Explain that

adjectives make nouns more
interesting.

Song, Apple Word Web, paper,

pencils, poster board, markers,
props if needed, different kinds of
apples

Blooms Taxonomy:
Knowledge
Comprehension
Application

Analysis
Synthesis
Evaluation

Differentiated Learning:
Auditory
Kinesthetic
Verbal/Linguistic

Visual/Spatial
Logical/Math
Musical
Interpersonal

TEKS Achieved: ELAR

19 - Students write persuasive

texts to influence audience
20Aiii - understand and use
adjectives in reading, writing, and
speaking
28 - Students speak clearly and to
the point, using the conventions of
language.
29 - Students work productively
with others in teams.

Classroom Strategies:
Cooperative Groups
Simulation
Charts/Graphs/Maps
Problem Solving

Hands-On

Whole-group

Objectives:

TSW complete the Apple Word Web using the five senses to identify adjectives that
describe apples.
TSW work in groups to create and write a persuasive commercial using adjectives to
convince the audience to buy apples.
TSW read/perform persuasive commercial to class speaking clearly and using
conventions of language.
TSW use proper communication and teamwork to work productively in groups.

Lesson Plan:
Introduction:
Learn and sing the Apple Song (to the tune of Fere Jaques). After singing the song, ask the class if
they can identify what kind of words we used to sing about apples (the answer is adjectives).
Process:

Information Giving:

Today you will use your five senses to identify adjectives that describe apples. We will smell apples, feel apples,
see apples, taste apples, and hear the sounds apples make as we eat them. Then, using those adjectives, your group
will create and write a persuasive commercial to entice your audience to buy apples.

Modeling:
1.
2.
3.

Write the words of the Apple Song on the board and teach students the song through having them echo you.
Activate prior knowledge of adjectives; we have been working on adjectives for several days. Reinforce that
adjectives are used to describe nouns.
Use think alouds to get students to generate adjectives for apples.

Check for Understanding:

During discussion observe students participation in generating adjectives to apply to apples.

Submitted by: Kristin Buholtz

Grade Level(s): 2nd
Guided Practice:
1.

2.
3.
4.

Students will observe, analyze, and manipulate a variety of different kinds of apples in order to participate in
describing apples.
Have students engage in the adjective discussion.
Have students share their adjectives with the class to complete the word web as a whole group.
Have students work in groups to write and create a persuasive commercial that advertises apples by using the
adjectives we came up with to complete the word web, walk around to each group and facilitate discussions
about the adjectives they are using.

Independent Practice:
1.
2.
3.

Students will complete their writing of a persuasive commercial.

Have the students read their commercial for the class.
To assess, have the students read their commercial for the class and observe their usage of adjectives.

Closure / Culminating Activity:

Who would have bought an apple today? What adjective(s) made you want to buy the apple?

Extension:
Have students prepare to act out and perform their commercial using props as needed.

Accommodations:
1. Special needs accommodations are integrated into lesson by incorporating the use of apples for students to
manipulate and make connections with the apples; this will help to generate descriptive words about the apples.
2. By using visual charts and manipulatives (song words on board, apples, and apple word web), as well as,
cooperative group work accommodation for ELLs is already integrated within the lesson.

Assessment/Evaluation:
1. Using a rubric I will assess students usage of adjectives in their written persuasive commercial.

Reteach:
1. I will have students close their eyes and I will tell them to visualize an apple. Then ask if everyone has a picture
of an apple in his or her mind. After they say yes I will tell them to close their eyes again and visualize a round,
juicy, crisp, tart, green apple. Then I will explain how using descriptive words (adjectives) helps us create a more
interesting and detailed sentence to explain or describe something.
2. I will put a picture of an apple on the smart board, or hold up an apple, and ask students to tell me about the
apple. Once they start describing the apple using adjectives I will point out to them that the describing words they
are using are called adjectives.