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Division of Education
Language Standards
Vocabulary Acquisition and Use
1L5a
Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories
represent.
Indicator: This will be evident when students are identifying the describing word(s) that
describe the noun in sentences on the interactive SMART board presentation.
Writing Standards
Text Type and Purpose
1W4
Create a response to a text, author, theme, or personal experience (e.g., art work, experiential
writing.)
Indicator: This will be evident when students are writing adjectives to describe their lollipop
illustration.
INSTRUCTIONAL RESOURCES
● SMART Board.
● SMART Board “Adjectives” presentation by Ashley McMenamy.
● SMART Board “Jungle Adjective Sorting Game” by Ashley McMenamy.
● “My lollipop is…” worksheet by www.mrswheelerfirst.blogspot.com.
DEVELOPMENTAL PROCEDURES
(including Key Questions)
Direct Instruction
Indicator: This will be evident when the teacher is educating how adjectives are used as words
that describe nouns.
Discussion
Indicator: This will be evident when students are practicing identifying adjectives and nouns in
sentences displayed on the SMART board.
Demonstration
Indicator: This will be evident when the teacher displays an example of completed lollipop
adjective sheet and lollipop design on the dry erase board at the front of the classroom.
Cooperative Learning
Indicator: This will be evident during the Motivation when the students are working in groups
to play the Mystery Object game.
ADAPTATIONS (Exceptionality*)
Teacher will monitor the student who has trouble focusing and following directions and make
sure the student is following along and properly choosing adjectives to describe a lollipop.
The student who impulsively calls out in class will be monitored and reminded that the student
needs to focus on the activity.
The student with Attention Deficit Disorder (ADD) will be seated in the front-center of the room
to be placed away from outdoor distractions such as the window or hallway.
The struggling readers and/or spellers will be placed in a small group to have the adjectives
spelled aloud as they write.
DIFFERENTIATION OF INSTRUCTION
Visual Learners will benefit from the images and modeling of the example phrases on the
SMART board presentation.
Kinesthetic Learners will benefit from the “Mystery Object” game used in the motivation.
Struggling Students
Students will be given an index card with their six chosen adjectives written on it to keep in front
of them at their desk while they write on their “My lollipop is…” worksheet.
Average Students
Advanced Students
Students will write their chosen adjectives on the “My lollipop is…” worksheet without help
from the teacher. Students will be encouraged to write their own sentence that incorporates one
of the adjectives taught in class.
INDEPENDENT PRACTICE
Following the “Amazing Adjectives!” exit ticket; students will independently complete the “Find
the Adjectives!” worksheet at home for homework. Students must answer 3 out of the 4
questions correctly.
FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND
ACADEMIC ENRICHMENT
Direct Teacher Intervention
Students, under direct intervention with the teacher, will complete the “Describe It!” worksheet.
Teacher will read aloud each noun on the left side of the worksheet and demonstrate how to
determine which adjective from the right side of the worksheet correctly describes the noun on a
small white board.
Academic Enrichment
REFERENCES
Education.com. (2014). Describe It | Worksheet. Retrieved October 16, 2018, from
https://www.education.com/worksheet/article/describe-it/
Education.com. (2014). What Does It Look Like? | Worksheet. Retrieved October 16, 2018, from
https://www.education.com/worksheet/article/what-does-itlooklike/?source=related_materials&o
rder=6
Wheeler, Mrs. “Adjectives.” Mrs. Wheeler's First Grade Tidbits, Mrs. Wheeler's First, 14 Feb.
2014, Retrieved October 16, 2018, from
http://www.mrswheelerfirst.blogspot.com/2014/02/adjectives.html.
New York State Education Department. (2017). New York State Next Generation Language Arts