Name____Caitlyn Ashby_____________

Class Section_____001____________

EdTPA Lesson Plan Template

Central Focus: Use frequently
occurring adjectives to describe a
noun

Grade & Subject:

Grade 1; Language (science integration)
Essential Standard/Common Core Objective: L.1.1f use frequently
occurring adjectives (i.e. answering how many or what kind to
describe a noun)

Date submitted: 10/20/2014

taught: 11/7/2014

Date

Daily Lesson Objective: Using their prior knowledge of the senses and observational skills SWBAT use at least 3
frequently occurring adjectives to describe the fall leaves.
21st Century Skills: Students will follow along using a PowerPoint entitled Academic Language Demand
Adjective presentation while the teacher teaches lesson. Students will
(Language Function and
also watch School House rock: unpack your adjective video found at
Vocabulary): Language function:
(http://www.schooltube.com/video/2d4bae3ef65b4a178458/Adjectives%20- Describing a noun based on the
%20Schoolhouse%20Rock)
questions how many and what kind.
Vocabulary: Adjective- a word used
in a sentence to describe a noun.
Oral: Students will orally point out
nouns in a sentence and the adjective
that describes the noun.
Written: The students will
independently take their leaf to their
desk and write a few words to
describe the leaf.
Prior Knowledge: Students will use their prior knowledge of nouns; the five senses; writing skills; and
observational skills to understand adjectives.

Activity

Description of Activities and Setting

1. Focus and Review

Ask students, Have any of you ever been on a trip before? allow time for
students to raise hands choose one or two and ask When you came back
home from that trip did you ever have to describe it to someone? allow a few
students to answer. State the following: You had to use your 5 senses to
describe what you saw, smelt, heard, tasted, and touched on that trip. Give a
personal expirence.. For example: I went to disney world and I saw a large
castle, I smelled buttery pop corn, I heard the loud music from the parade, I
tasted some chocolate icecream, and I touched mickeys fuzzy hand

2. Statement of Objective
for Student

Today you will learn how to use frequently occurring adjectives to describe
nouns.

3. Teacher Input

Define concept: repeat after me An adjective is a word that describes a

noun. A noun is a person place or thing. An adjective can answer one of
two questions the first question is how many For example: Susan has
three dogs. Find the noun in the sentence and the word that describes it.
Dogs is the noun and the word that describes it is three. How many
dogs are there? Three. The second question is what kind? For example:
Randy wears a blue shirt. Find the noun in the sentence and the word
that describes it. The noun is shirt and the word that describes it is blue.
What kind of shirt? blue. continue going through PowerPoint for practice
recognizing words that are adjectives. Lets take a moment and think of

Revised 1/8/14

Time

words that describe them and sort them on a chart under what question
they answer that way you can refer back to the list if you need help
describing a noun.

4. Guided Practice

Model strategy: sit in a circle: I am going to show you haw to spot and use
adjectives on you own keeping in mind the two questions adjectives can
answer: how many and what kind. I like to use my senses to describe
nouns. You can answer how many by looking and saying what you see.
I see four books I see a couple of people.
Lets pass around a few items and use our senses to answer the two
questions about the item. Example: a basketball (bumpy, round, orange,
big, one ball, many bumps, hard, stinky, etc.) dice, cup, and other objects

Watch schoolhouse rock video stopping the video frequently to ask

students to point out the noun and the words describing it.
Each student will receive a bag that contains a fall object. They will then
be instructed to take the bag to their desk where they will find a bubble
map work sheet. In the middle bubble they are to write the name of their
5. Independent Practice
noun and in the surrounding bubbles they will write adjectives to
describe their nouns by referencing the chart we made as a class in
teacher input.
Collect the bubble sheet and objects from students when finished and assess for
accuracy. Students who used a minimum of 3 correct descriptive words constitute
6. Assessment Methods of
mastery. Students who used 2 descriptive words constitutes as partial mastery;
all objectives/skills:
anything less indicates the need for re-teaching. Exceeding expectations will be, like
wise, noted.
Ask students what they learned today redirecting as necessary to exhibit the
knowledge of using frequently occurring adjectives to describe nouns.
7. Closure

8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations

Student/Small Group Modifications/Accommodations

Struggling students with IEPs may be allowed extra Gifted students will be asked to categorize their adjectives
time/ have terms read aloud to them as stated in
based on what question the answer by circling the how
their IEP modification
many in red and the what kind in blue
ELL students will be given a word bank of descriptive
words they can use to describe nouns.
Materials/Technology:
PowerPoint/ schoolhouse rock video/ objects for description/ word bank for ELL students/ large poster paper to
make lists for wall/ bubble sheet work sheet/ basketball/ classroom ites to be passed around/ projector/ sound
and video capabilities
Reflection on lesson:
(See rubric for reflection prompts)

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______

Revised 1/8/14