***Reminder: All fields must be completed prior to submission.

Name:

Grade:
2nd
Date:
11/4/14

Linda Hillard
Lesson
Title:
Lesson #2-Magazine Adjectives
CCGPS or GPS Standard(s):

ELACC2L6- Vocabulary Acquisition and use: Use words and phrases acquired through conversations, reading
and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When
other kids are happy that makes me happy).
Classroom/Lesson Context (please check the following that apply):
X- Whole Group _____ Small Group _____ One-on-One

2 Students with IEPs/504s _____ ELL Students

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:
10 Girls
16 Boys
Individual Education Plan Goal(s) and Benchmarks specific to this lesson:
N/A

Learning - Focus
Essential Question(s)
1-3 BIG ideas! How
can these questions be
used to guide your
instruction?

Strategies
1. I can put adjectives in place in relation to other words?
2. I can describe an adjective?
3. I can use adjectives to make sentences more interesting?

Central Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.

The students will learn to describe, define, recognize, and identify adjectives and
display how it is used in a sentence.

Academic Language
What is the key
language demand?
What academic
language will you
teach or develop?
What are the key
vocabulary words
and/or symbols?

Language Functions (Identify the purpose for which the language is being used, with attention
to goal and audience- the one verb from the standard; ex. demonstrate.)
Students will describe adjectives related to a specific noun. Students will give an
explanation as to why they used a particular adjective. I will inform students on how to
correctly use an adjective.

Language Vocabulary (Identify key, content specific words for this lesson: examples of
vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
students comprehension.)
(Adjectives, nouns, describe, person, place, thing, details, variety and different.)

Academic Language Demand (Identify one of the following: reading, writing,

listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding support- depending on the needs of the students throughout the lesson.)
The language demand for this lesson is would be writing because students will
be required to write down adjectives related to the pictures of a magazine.

Materials
What resources can be
used to engage
students?
Introduction to
Lesson/
Activating Thinking
What is the hook for
the lesson to tap into
prior knowledge and
develop students
interests? This should
tie directly into the
lessons objective and
standard and should
promote higher level
thinking. How will
you introduce the
content specific
vocabulary words?
***Use knowledge of
students academic,
social, and cultural
characteristics.

Old Magazines/ Overhead Projector

My Adjective Picture Worksheet
Pencil
Book-Luscious Lollipops
Rubric
We have been talking about adjectives. Can someone give me the definition of an
adjective?
What are some of the things adjectives describe?
Adjectives usually come before a what? (noun)
Im going to introduce you to a word called modify. Nouns are modified by
adjectives. Another way of saying it is adjectives make nouns sound better. It
gives them more meaning and expression. If I just said the word baby, that
wouldnt be telling me anything except the fact that it is a baby. I want to know
what kind of baby. What kind of baby could this be?
I will give other examples of nouns for the students to describe adjectives.
Im going to read you a book called, Luscious Lollipops. While Im reading the
book, feel free to stop me when you hear an adjective but you must raise your
hand. By reading this book, it will build their background knowledge.
(I will stop frequently during the reading of the book to point out important information in
the book and to ask questions to check students' understanding.)

Language Syntax (set of conventions for organizing symbols, words, phrases into
structures, sentences):
Language Discourse (structures of written or oral language; how participants of the
content area speak, write, and participate):

Modification(s)/Accommodation(s) specific to this lesson (Consider students with

IEPs and/or 504s in addition to students below and/or above grade level- cognitive
and/or affective):
I will monitor their understanding by making sure they understand the
instructions. My 504 students & my EIP students sit close to the board in order
to see well. I will monitor their progress by

Management Plan: I have a system of raising my hand up to regain order in the

classroom. I will also us, 123 all eyes on me.

Body of Lesson/
Teaching Strategies
What will you have the
students do after you
introduce the lesson to
learn the standards?
What questions will
you ask to promote
higher level thinking?
What opportunities
will you provide for
students to practice
content language/
vocabulary? What
language supports
will you offer?

After reading the book, Luscious Lollipops, students will be dismissed back to
their seats. They will be asked to describe some of the adjectives they heard
from the book. They should be able to include words that tell how the noun
looks, feel when you touch it, its size, how it tastes, and how it sounds. Before
each lesson. I will ask again, what is an adjective. Students should be able to
reinstate that an adjective is a word that describes a noun. I will pass out a
magazine picture and an adjective picture worksheet to each student. Students
will choose nouns from the magazine picture and write down adjectives that
describe the noun. As they complete this lesson, I will monitor their progress by
walking around to assist if needed. I will give an example by putting a picture on
the overhead and letting the students describe adjectives according to the nouns
they choose. I will check for student understanding of instructions.

Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):

Management Plan: I will call on students that have their hand raised. I will select my 504
and EIP student to describe an adjective. I will ask my EIP and 504 to keep them
engaged.
Closure/
Summarizing
Strategies:
How will the students
summarize and/or
share what they have
learned to prove they
know and understand
the standard(s) and its
vocabulary? Will you
provide opportunities

After students have finished the assignment. I will select students to come to the
projector to share what they have written.

for students to apply

new knowledge while
making connections to
prior learning?

Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Management Plan: The group leaders will collect the assignments.
Assessment/
Evaluation
Every standard listed
above must be
assessed and included.
Questions to consider
while planning:
How will students
exhibit an
understanding of the
lessons objectives?
How will you provide
feedback? What
evidence will you
collect to demonstrate
students
understanding/mastery
of the lessons
objective(s) including
their usage of
vocabulary?

Reminder: Assessment plan must align with objective(s)/standard(s).

Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
such; remember to identify both formative & summative assessments throughout the lesson):
No special provisions for my students with the EIP plan. The main objective is to
make sure he stays engaged. I will give personal cues to stay on task. The
student with the 504 plan sits close to the board in order to see better and she
need a little extra time to complete her assignments. I will monitor her progress
to determine if she needs extra time as I advance through the lesson.

Assessment Plan for Learning Objectives (This is a plan and should be written as such;
remember to identify both formative & summative assessments throughout the lesson):
Formative assessments consist of using measuring the students understanding
of correctly identifying adjectives for nouns, using adjectives correctly in a
sentence, and distinguishing the meaning of the adjectives used. Once they have
grasped this concept, they will be ready to move on with the activity which
consists of the summative assessment.

Reflection/Analyzing
Teaching
Effectiveness
Reflection includes
characteristics of the
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

I will develop my own rubric to assess students knowledge of adjectives.

This lesson is strengthened by having something concrete to look at while
describing nouns. I learned through my Multiple Intelligence tasks that the
majority of my students are bodily kinesthetic learners. This definitely has an
impact on how my students learn.

***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.