West Virginia State University

College of Professional Studies: Department of Education

LESSON PLAN FORMAT GUIDE (Updated 1/13)

Teacher Candidate: Bobbi Wiley Date: March 2, 2017

School: Winfield Middle School Grade/Subject: 6th grade
English/Lang. Arts
Lesson Topic: Using Nouns as Adjective (Modifying nouns)

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES:

1.) Students will be able to define modifying nouns (nouns that are also
adjectives)

2.) Students will be able to correctly identify modifying nouns (nouns that
are adjectives) when given a sentence structure and apply modifying nouns
in a new way.

WV CSOs:

ELA.6.L.C15.1 demonstrate command of standards of English grammar and

usage when writing or speaking (subjective, objective, possessive). (CCSS
L.6.3)

ELA.6.L.C15.2 demonstrate command of the conventions of Standard

English capitalization, punctuation, and spelling when writing. (CCSS L.6.2)

National Standards:

NCTE/IRA 4 - Students adjust their use of spoken, written, and visual

language (e.g., conventions, style, vocabulary) to communicate effectively
with a variety of audiences and for different purposes

Time Frame:
Overall Time - 30-minute lesson
Time Frame 10-minute Teacher Introduction, demonstration, and YouTube
video
5-minute whole class practice and teacher demonstration
15-minute independent practice (teacher made
assessment)

STRATEGIES:
Teacher led instruction, whole class discussion, whole class verbal
questioning, independent practice, higher order thinking application, teacher
modeling, PowerPoint presentation, activation of prior knowledge.
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS:

Accommodations will be made according to the various needs of students.

For this lesson, specific seating arrangements, extended time, written and
verbal instructions, and peer tutoring and discussion will be implemented, if
needed. Extra time will be granted for students in need of that modification.
Different learnings styles will be accommodated through a variety of
teaching strategies that target the different types of learners, such as visual,
kinesthetic, auditory, interpersonal learners, intrapersonal learners non-
strategic, and low performing students. For this class, there are no students
with IEP or 504 plans. There is one African American female and one Asian
male, but no extra accommodations or modifications are needed to meet
cultural or learning needs.

PROCEDURES
Introduction/ Lesson Set

To begin lesson, the teacher will discuss objectives for the lesson and
what is expected of the students during the lesson. Students will write
in his/her agenda book the objectives for this lesson.
Next, the teacher will assess prior knowledge on adjectives and nouns.
Questions will include: What is a noun? What is an adjective? What
does it mean to modify? Lets make a prediction, can a noun
sometimes be an adjective? Why or why not?
The teacher will then explain that yes, a noun can also be an adjective,
because it needs modified (describes or changes, slightly). There will
be a teacher led instruction introducing modifying nouns (nouns as
adjectives). The teacher will begin the PowerPoint created to inform
students on definition, information, and examples of modifying nouns.
The teacher will show a YouTube video entitled, Using Nouns as
Adjectives. It is a brief 1.5-minute video that provides great examples
with explanations of modifying nouns and the reason why nouns can
sometimes be adjectives. Teacher will ask if the students have any
questions about the lesson or video. All questions will be answered. If
there are no questions and students show no signs of confusion,
teacher will move on.
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

Body & Transitions:

Teacher will click to next slide of PowerPoint with example sentences.
Teacher will do the first three examples, then ask class to orally select
the modifying nouns in the remaining sentences. As a whole, class will
discuss which word is the modifying noun why it is one, and what
makes it a modifying noun. To incorporate higher order thinking
questions, teacher will ask why students answered this way, how can
they re-construct the sentence to make it not contain a modifying
noun, and thinking of phrases that uses particular words as modifying
nouns (or nouns as adjectives).
If students are grasping concept correctly by labelling the modifying
noun and answering further questions, we will move on to independent
practice. If students are missing problems, looking confused or lost, or
struggling with identification, the teacher will stop and review using a
different approach, asking what students find confusing.
To transition, to the next portion of the lesson, the teacher will pass out
a teacher made assessment containing example sentences and
application questions (to accommodate intrapersonal learners). The
instructions will be placed on the handout stating it will be worth 10
points (1 pt. per question). The teacher will read the directions orally
(for auditory learners) and it will be both located on the PowerPoint and
handout (for visual learners). Students will be instructed to work
quietly and independently on the assignment and to raise his/her hand
if they need help from the teacher.
Next the teacher will provide an example of a Dr. Seuss poem (for low
achievers that maybe arent familiar with this style of poetry). Teacher
will instruct students to choose a partner and on the back of the paper,
write a Dr. Seuss style poem, using as many modifying nouns as
possible (this accommodates students who are interpersonal learners).
Students are encouraged to be creative and descriptive! Teacher will
also emphasize use of correct spelling, punctuation, grammar
(Conventions of Standard English). This portion will be worth 5 points.

Closure:
To conclude the lesson, the teacher will ask for volunteers to provide
answers to the questions. The teacher will assign each a question. The
student will orally provide how they answered the question. Teacher
will orally ask does class agree with his/her answer. Why or why not?
When all questions have been reviewed, the teacher will ask students
to give thumbs up if they feel like they fully understand modifying
nouns and thumbs down if they feel like they could use more practice.
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

If students give thumbs up, they can move on to other skills. If

students feel like they still need more practice, class will continue to
practice this skill set further.
Teacher will do a brief recap and review of the lesson asking again,
what does it mean to modify, can a noun be an adjective, what do
modifying nouns do, and what usually comes directly after a modifying
noun?

ASSESSMENT:

Diagnostic:
To assess prior knowledge for this lesson, the teacher will ask students to
orally define a noun and an adjective. This will show the teacher that they
have comprehended past lessons and are ready to move on to modifying
nouns, because one needs that knowledge to move further. The teacher will
also assess readiness to learn about modifying nouns by asking critical
thinking questions, such as, what does it mean to modify and can a noun
sometimes be an adjective? These questions will stimulate thinking for
students in preparation for the upcoming skill. If students appear to have
comprehension of nouns and adjectives, the teacher will move on without
further review to introduction of modifying nouns.

Formative:

During the lesson, the teacher will assess students continuously in many
different ways. During teacher led demonstration and oral practice, the
teacher will be observing facial ques for looks of interest, comprehension,
confusion, boredom, blank stares, and disengagement. This will tell the
teacher who and how many are understanding the material. Will also be
listening for correct answers and how complex. Teacher will engage students
in responses such as, why do you think that? Teacher will also provide wait
time for answers and encourage and lead to the correct way of thinking. The
teacher will walk among students as they are working independently to
observe them as they work. Questions and feedback will be provided if
needed from students. Again, will be looking for facial cues, body language,
raise hands, and struggling students, along with those hard at work. As I
walk among students I will be making sure students are on task and looking
specifically for correct identification of modifying nouns and knowing what
they mean. (Objectives 1 and 2).

Summative:

Assessment will continue throughout the closure of the lesson. Assignments

will be checked for understanding of their independent work. At the end of
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

the lesson students will share their answers and discuss what they learned
during the lesson in application to the assignment. We will do another whole
group recap and review in hopes thats students have mastered this concept.
The teacher will ask again the meaning of modifying and definition of
modifying noun. Also, will ask can a noun sometimes be an adjective? Will
ask students to do thumbs up if they feel like they have conquered modifying
nouns and could pass a text, or thumbs down if they are unsure and still
need more practice. This will be a final assessment before moving on to a
new skill set.

MATERIALS:
Internet
PowerPoint (teachers laptop)
YouTube
Elmo
Paper
Pencils
Teacher made assessment handout

EXTENDED ACTIVITIES
If Student Finishes Early:
If student finishes early, he/she may sit quietly and turn paper over and write
another poem, using as many modifying nouns correctly as possible. This
poem can be in any style and theme of the students choosing. Next to the
poem, draw a picture representing what the poem signifies.

If Lesson Finishes Early

If lesson finished early, the class will choose a partner and together make a
comic strip using as many modifying nouns as possible. The comic strip will
pertain to their current story, Bud Not Buddy, and address themes from the
text.

If Technology Fails:
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

If technology fails, I will have my PowerPoint slides printed and we will not
watch the YouTube video. Instead, I will provide extra examples on the white
board. I will print any informational texts in advance. This was the only
technology portion to my lesson.

Resources:
I adapted my plan using and borrowing ideas from the following resources:

http://blogs.monashores.net/mccaskeyb/files/2009/11/Adjective-Worksheets-
7th-grade.pdf

https://www.youtube.com/watch?v=mnhYJ4w0HqU

http://www.grammar-quizzes.com/adj_nounmodifiers.html

http://www.grammar-monster.com/glossary/modifiers_modify.htm

Post-Teaching Reflections:

This turned out to be a great lesson, because students both learned from and
enjoyed the assignment. The students grasped the intended concepts, which
was reflected in the teacher made assessment and formative assessments
throughout the lesson. I taught this same lesson to both groups of sixth
graders in the first and second block. In the first block, I noticed students
were getting confused on differentiating between a modifying noun and an
adjective, even though they all gave me thumbs up when asked thumbs up,
thumbs down for understanding. Some of the students while working
independently had confused facial expressions, and while walking around I
observed some wrong answers. So, in the second group, I changed my
instruction and specifically concentrated on the difference and why it was
different. I also gave more examples that reflected this idea. Everyone gave
thumbs up when asked thumbs up, thumbs down, and the kids worked
independently with no further questions. I felt like the second group grasped
the concept better and quicker, because of the changes I implemented. For
the Dr. Seuss style poem, I decided to allow students to collaborate with a
partner, to reduce time and implement a helpful strategy. They had worked
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

well independently and quietly, so I allowed them to choose an elbow buddy

for this assignment. It went well, in the fact that the students were very
creative with their poems and I could observe them working together to
incorporate as many modifying nouns as they could think of for the task. I
thought this was a higher order way of thinking, because they had to create
something new out of what they just learned. Application was key in this
assignment and they got to work collaboratively to hone in on
communication skills. I also pulled up an example of a Dr. Seuss poem online,
to give those who werent familiar something to reference. If I had to re-
teach this plan and it was under different circumstances, I would definitely
incorporate more technology. However, I am very limited with these
resources at my school. There are no computers in the classroom and my
students arent allowed to bring cell phones to class. The computer lab can
be rented out, but I never know in advance what lesson I will be teaching. I
usually find out on Friday and teach on Wed. So, I would implement more
technology use for my students. I, as the teacher, try to use as much
technology as possible, such as PowerPoint presentations, YouTube, videos,
visual aids, etc.

Category 1 Lesson objectives and student outcomes:

I think I exceeded standards in this category because, my objectives were
very clear and precise. I told exactly what my expectations were for students
to learn upon completion of the lesson. I made sure they were aligned with
both state and national standards. I made sure the lesson was age
appropriate and delivered in a way that was easy for them to understand. My
objectives were easily measured and connected with measuring in my
teacher made assessments; however, I also could measure them throughout
the lesson with my questions, observing facial cues, asking for examples,
and in the collaborative poem.

Category 2 Design of Lesson and Pedagogy:

I think my lesson plan exceeds expectations, because it is well organized. I
have discovered that when using a PowerPoint presentation, I can stay
consistent in their lessons, I dont leave out anything, I hit all lesson targets
and objectives, and it keeps both myself and my students on task. I created
my presentation and plan with an introductions/lesson set, a body/transition,
and a closure. Within my plan/lesson/instruction, I had student engagement
by asking questions and asking for volunteers to do problems and provide
examples. I also asked for engagement by having them share their poems at
the end. I promoted critical thinking via the teacher made assessment,
asking why questions, and in the creation of a Dr. Seuss style modifying
noun poem. There was a balance of individual practice, collaborative
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

practice, volunteering, thumbs up, thumbs down, and whole class

discussion/questioning to promote learning experiences. For technology, I
used a PowerPoint presentation, showed the students a YouTube Video on
modifying nouns, and used the ELMO. All of this was performed in a logical
sequence that introduced my students to modifying nouns, building off of the
definition.

Category 3 Content Knowledge:

I think I exceeded standards in this category, because I activated prior
knowledge by asking students to define nouns and adjectives, so I could
move on to modifying nouns (which are nouns that acts as adjectives). My
lesson activities reflect my objectives and connect to standards. They are
easily assessed in multiple ways, which I have laid out in my lesson plan. By
mastering the teacher made assessment, it shows me (the teacher) that
they are comprehending the objectives for the lesson and can apply them in
a new way. This lesson projects to future lessons in which students must
include labeling modifying nouns when doing bell work, and labeling an
constructing sentences.

Category 4 Understands Characteristics of Students:

I feel as if I have exceeded standards in a way that engages all my students.
I talk about differentiated instruction and how my plans meet the needs of
different learning styles. For instance, I have visuals and written instructions
for visual learners, I read directions orally, discuss instruction, and re-iterate
important material for the auditory learners, I utilize independent practice for
interpersonal learners, and instill collaborative assignments for those who
need extra support. I also always make accommodations for those who need
extra time, movement, special seating arrangements, verbal questioning,
etc. I state all this in my lesson plan. I also target the low achievers and high
achievers by creating lessons with diverse assignments and activities. I want
to challenge both the high achievers and low achievers and make sure to
include higher order thinking questions.
Category 5 Assessment:
Again, I feel like I have exceeded standards in the way I have shown
assessment in my lesson plan and in my teaching. I thoroughly described my
ways of diagnostically, formatively, and summatively assessed students and
how I will know they have fully comprehended. I go into detail on how I will
assess each category. For example, stating during diagnostic assessment
that I will ask them to define nouns and adjectives and if they are accurate in
their answers, I will know to move on to the lesson. I also attached my
assessment tools with the lesson plan and show my expectations of the
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

correct work in the form of an answer key. I have also attached samples of
students work.
Category 6 Management of Classroom Time:
I think in this category I exceeded standards. I broke down the time
management frame into sections. I listed the overall time it would take to do
this lesson, and I listed the amount of time it would take each planned
instruction or activity. I explained each planned instruction/lesson/activity in
the procedures section after the time management section. I broke down
each sequence and described what would be done in each part. I included
activities for students who finished early and activities for the entire class, if
lesson ended early. It turns out, that their lesson did not end early, because
every group wanted to share their poems aloud.

Category 7 Technology:
I did not meet standards in this category, because my students have no
access to internet or computers. They are not allowed to even have their cell
phones with them in class. There are no computers in the classroom. If
students need to work on computers they must make an appointment to use
the computer lab, and seeing as how I only know a couple of days in advance
what I will be teaching, that isnt an option. I try to expose them to
technology as much as I can on my end of the lesson. I used a PowerPoint
presentation, I showed them a YouTube video, and I use the ELMO. That is
really as much technology that I have access to in order to include
technology in my plan.

Category 8 Data Analysis:

I think I exceeded standards in this category, because data was collected,
graded, and used to determine how students did in relation to mastering the
skill/concept taught.

First Block:
My data tell me that in the first class I had 10 students to earn a 100%, 6
students to earn a 90%, 3 students to earn an 80%, no student earned a
70%, 3 students earned a 60%, and 1 student earned a 50%.
To break this data further into gender performance: Out of this data above, 4
girls and 6 boys earned a 100%, 4 girls and 2 boys earned a 90%, 1 girl and
2 boys earned an 80%, 2 girls and 1 boy earned a 60%, and 1 girl earned a
50%.
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

Teacher Made Assessment Data 1st Block

12

10

0
1 0.9 0.8 0.7 0.6 0.5

Students Girls Boys

This chart reflects the scores of students and also a further breakdown of
gender on a teacher made assessment on modifying nouns. The worksheet
was ten questions asking students to apply their knowledge of modifying
nouns by labeling the modifying noun and circling the noun that it modifies.
The worksheet was worth ten points.
This chart reflects the number of students in blue that earned a
100,90,80,70,60,50 percent on the teacher made assessment. This tells me
that out of 23 students, 19 made an 80 or above, which I consider mastery of
the concept/skill (modifying nouns).
The chart also shows in orange how many girls scored 100,90,80,70,60,50
percent on the teacher made assessment, as well as in grey how the boys
scored. This chart reveals that overall boys did better on the teacher made
assessment. One can see that 9 girls received mastery; whereas, 10 boys
received a mastery score above 80%. One may also tell that a total of 4
students earned a below mastery (below 80%). Breaking this down further, 3
girls and 1 boy did below mastery receiving score of below 80%.
In the first class, I have one African American female and one Asian male.
Both are high achieving students, and need no changes, additions, or
modifications. Their cultural differences do not impact their academic ability.
They both scored in the top scores in their class on todays assignment.
There are a couple of students who have difficulties paying attention. In
todays lesson one of them made two trips to sharpen his pencil at a time
when I was instructing. I told him to please return to his seat, that he
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

wouldnt need a pencil right now. I also told him to pay close attention and
when I was finished with instruction, he may sharpen his pencil before we
begin the assignment. The student sat down at his desk and didnt get up
anymore. Another male student appeared to be looking out the window at a
maintenance person working outside the school. I noticed him fixated for
several seconds. To remedy, I simply called on him to answer a question.,
This re-oriented his focus back on my instruction.

Second Block: (with same teacher made assessment)

The second block of students were taught the same lesson with a few minor
adjustments on the teachers end reconstructing and adding examples and
providing more of a breakdown of differences in modifying nouns and
adjectives. They were given the same teacher made assessment as the first
block of students.

Teacher Made Assessment Data 2nd Block

12

10

0
1 0.9 0.8 0.7 0.6 0.5

Students Girls Boys

This chart tells me a lot of valuable data. It reflects that every student in 2nd
block earned a mastery above 80% on the teacher made assessment. There
wasnt one student scoring below an 80%. To be exact out of 22 students, 10
students scored 100%, 7 students scored 90%, and 5 students scored 80%.
To break down data further for this class, 5 females and 5 males scored
100%, 4 girls and 3 boys scoring 90%, and 5 girls and 0 boys scoring 80%.
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

This next chart compares the two classes: 1st Block and 2nd Block

Mastery Students in each Block

25

20

15

10

0
1st Block 2nd Block

Students Girls Boys

This chart compares the mastery students from 1st block to the mastery
students in the 2nd block. What it reveals is that overall the total number of
mastery students was higher in 2nd block with 22 students receiving above
80%, opposed to 19 students in 1st block. The chart also breaks down the
data showing, more girls received mastery in the 2nd block (9 girls compared
to 14), but more boys received mastery in 1st block (10 boys compared to 8).
I think this could reveal two things:
1.) I did better teaching this skill to the 2nd block students. I took what I saw
my students in 1st block struggling with, and changed my examples and
application to better explain to the 2nd block students. They benefitted from
me providing them better and more diverse examples, along with deeper
comparison and differentiation between adjectives and modifying nouns
(nouns that act as adjectives).
2.) There is a myth that circulates stating girls are better at grammar than
boys. We often have myths that math and science belong to males and
English/Arts belong to females. While this is a myth, I think this chart
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

portrays this theory as a myth buster. If we look at the number of students in

both blocks that received 100%, 1st block has more males and 2nd block has
equal number of males and females. If we look at the overall number of
mastery in both blocks, 1st block has more males earning an overall mastery
grade of above 80%. We see that the males did very well with this grammar
lesson in both classes.

Category 9 Reflection:
I feel as if I exceeded standards on my reflection. I think this is a very useful
tool in looking back at my teaching and how the kids responded. It helps me
plan better in the future. I used the 10pt. rubric format to critique myself,
planning, and assessing. I broke down each category of the rubric and
applied and described each portion. I told what I did well, what I changed,
and what I would do if I could re-teach this plan.

Category 10 Professional Practice:

I think I exceeded standards in this category. I turned my lesson plan in on
time, my plan contained all the components and scored a 60/60 when
returned and approved for me to teach. I followed the WVSU lesson plan
format in an organized and sequential manner. I also added my post teaching
reflection, along with my data analysis with representational charts.