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Instructional Objective:
a. SWBAT: Use adjectives to describe a picture.
b. SWBAT: Create an adjective chart with a minimum of 6 adjectives that describe a picture they
create.
pick a friend, a family member, a teacher, your pet. First draw a picture of your person or
animal and glue it in the middle of your paper. Then write out some adjectives about your
person or animal. Lets look at my example. I did my cat. Her name is Jasmine. So I
wrote Jasmine at the top and here is my picture of her. Then I wrote up all of my
adjectives to describe her. Point to each adjective as you go. First I described her
appearance. She is gray. She has stripes. She is cute. Next I described her personality.
She is playful and crazy. She is curious. She is sleepy because she sleeps all the time. I
also said she is fast because she runs around the house really fast. You are going to
create your own poster about a person or an animal. You can do a pet like I did or you
can pick an animal like a tiger. You can do a family member, a friend or even a public
figure like President Obama. I am passing out construction paper. The first thing you
should do and think of the person or animal you are going to write about and write their
name at the top in crayon or marker. When youve done that, you can come to me and
get your white paper. You will get two pieces. The first piece is to draw your picture, cut it
out and glue it under the name on your construction paper. The second is to write your
adjectives on which you will also cut out and glue to your paper. Does everyone
understand what were doing? Each of your posters should have at least 6 adjectives that
describe your picture. So on each paper, I should see a title, a picture and 6 adjectives.
c. After: The homework tonight is to write sentences with your spelling words. As you write your
sentences, I want you underline the adjectives in your sentences. Can anyone think of an
example? Lead the students to create an example.
V. Materials and Equipment:
a.
b.
c.
d.
e.
f.
g.
VI. Assessment/Evaluation:
a. Formative: During Part I, keep a running tally of student input. Record when students use
adjectives correctly in the group activity.
b. Summative: The adjective chart serves as a summative assessment. It will be graded based on
the rubric bellow:
/1
/1
/6
/8
VII. Differentiation:
a. Think-Pair-Share: During part I, students have the opportunity to share their ideas with peers
and discuss them.
b. Modeling: During Part I and Part II the teacher models the activity that the students are to
complete.
c. Scaffolding: Students who need extra help will receive further instruction while others are
working on their charts.
d. Reduced work load: If needed, the number of adjectives expected for students to write can be
reduced.
VIII. Individualized Activities:
a. Regular homework activities will now include the use of adjectives. Students will write
sentences with adjectives and underline them.
IX. Technology: Technology is not used in this plan.
X. Self-Assessment
a. Self-assessment is based on student performance during the activity and on the final summative
assessment. Were students able to use adjectives to describe pictures in the opening activity?
How much prompting did they need? Were the majority of the students able to create their
adjective chart successfully?