Adjective Lesson. Assessment: What specific, tangible evidence will show that each student has met this objective?

Transcription

1 Adjective Lesson OVERVIEW OF THE LESSON MA Curriculum Frameworks: With regard to how this lesson fits into the big picture of the students long-term learning, which MA framework does the lesson most clearly address? Grade 3 Standard 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or strategy will the student(s) learn and (2) how will they demonstrate that knowledge? Students will be able to demonstrate an understanding of an adjective. Students also illustrate their understanding of the five senses (smelling, tasting, touching, seeing, and hearing) and their relationship to adjectives. Assessment: What specific, tangible evidence will show that each student has met this objective? Students will show their comprehension by working with their partner and using one of their five senses to describe, draw, or guess the mystery object in their paper bag. Academic Language Objective: By the end of the lesson, (1) what language, relating to the lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate that knowledge? Refer to WIDA and Three Tiers of Vocabulary. Students will be able to construct the definition of an adjective. Assessment: What specific, tangible evidence will show that each student has met this objective? Students will express their understanding of the word adjective by correctly completing the adjective activity with their partner and participating in the opening of the lesson. Content: What are the specific details of the lesson s content knowledge? Students will be reminded that an adjective is a describing word that gives more information about a noun. They will learn that their five senses can help them construct adjectives. Finally, the students will discuss how they can us adjectives to improve their writing, giving their reader a clear picture of what exactly they are trying to say.

2 PROCEDURES FOR THE LESSON In this section, provide specific directions, explanations, rationales, questions, potential vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone else to effectively teach the lesson and meet the lesson objectives. Opening (15 minutes): How will you introduce the instructional objective to the students, preteach/ preview vocabulary, and prepare them to engage with the lesson content? Teacher will go up to the board and write the work adjective. She will then ask, Can anyone tell me what an adjective does? That is write it is used to describe a noun. Who can remind me what a noun is? The teacher will then write the definition of an adjective on the board. She will say, Can anyone give me an example of an adjective? Good! We use our 5 senses to help us describe objects. They help us paint a clear picture of what we are describing. Can anyone tell me what the 5 senses are? Great! Teacher will write the 5 senses on the board (Hear, See, Touch, Smell, Taste). The teacher will then say, Today we are going to be playing a game! It is really fun but before we begin with the game we need to go over the directions very carefully and also remind ourselves of some rules. We need to listen carefully to directions so we can ensure that we play this game correctly. I am going to write the directions on the board. There are five stations around the room, one for each of the senses. When I call your name you are going to head to your station. There you will find a worksheet with you and your partners name on it. Take the bag that has the number and letter on it that is the same as the one on your worksheet. Partner 1 is then going to look, smell, feel, or shake the object and list 5 adjectives to your partner. If you are at the tasting table partner 2 will be closing their eyes so no one can see what you are tasting. For this case partner 1 can write the adjectives too. Once you have your 5 adjectives partner 2 is going to draw a picture of what was described and make a prediction based on the adjectives as to what the object is. Partner 1 DO NOT say if the answer is correct or incorrect. We are going to do a big reveal as a class where we will find out together what each object is. Each pair is going to come up and show us their drawing, read their adjectives, state their prediction, and then reveal their object. Does anyone have any questions? In order to play this game we have to listen to directions. If I see anyone not on task or messing around they will loose their privilege to participate and one of the teachers or other students will take your place. But, I think everyone is going to do a great job! On the board it will say: 1. Go to station and find worksheet with names on it. 2. Partner 1- take the bag (number and letter on the corner) 3. Partner 1- look, smell, feel, or shake. Tasting-partner 2 closes eyes (NO CHEATING!) 4. Partner 1- say 5 adjectives 5. Partner 2- write 5 adjectives down, draw a picture, and guess 6. Partner 1- DO NOT tell Partner 2 tell answer 7. Whole class reveal

3 During Lesson (35 minutes): How will you direct, guide, and/or facilitate the learning process to support the students in working toward meeting the instructional objectives? Now I am going to model what each station is going to look like so we know what to do when we get there. I am going to need 5 volunteers. Teacher will model each of the stations, showing an example of adjectives used to describe and the process for tasting, smelling, feeling, seeing, and touching objects. She will write on the white board what the worksheet looks like and have students fill it in. After all 5 stations are modeled the students will be sent to their stations and in their partner groups have 10 minutes to do the activity themselves. During this time, the teacher will be circulating to ensure everyone is on task and doing the activities safely. She will also make sure that all works are adjectives. Once the ten minutes are up, each pair of students will come to the front of the classroom and read their adjectives, show their drawing, say their predicted object, then reveal the object. For a few of the objects the teacher will ask the students if they think that the student s prediction is going to be right or wrong. The teacher will also ask how students knew what was in the bag even though they didn t see it. Once all the students have shared and reveled their objects she will ask the students to sit at their desks again. Closing (10 minutes): How will you bring closure to the lesson and, by doing so, review and determine what students have learned? Once students are sitting down, the teacher will ask How did the adjectives help us to determine what was in the bag? Adjectives are describing words that give us more detail about a noun. Remember that when we are writing we need to use adjectives to make our writing more clear and detailed. Thank you for doing such a great job today and listening so well. I hope you had fun playing this game.

4 SUPPORTING ALL LEARNERS Learner Factors: What will you do to ensure success from all students? Specifically students on individual education plans, English language learners (at a variety of English language levels), and students who may need an extended challenge. Highlight all that apply. Grouping Factors Content Materials Student Response Adjust grouping Give additional Write homework list format examples Seat student strategically near one another Pair students Provide alternate reading Provide on-level reading Give verbal cues to emphasize main ideas Increase number of review activities Use Braille or large print Give students copy of directions Re-read directions Use page markers Handout copy of notes Alternate response format Give daily progress report Extend time Use assistive devices Use interpreter Give more breaks Allow use of computer Specific Examples: Choose 3 examples of support from the list above and explain in detail the differentiation. Support #1: Students will be split into groups and pairs will be pre-determined by the teacher to ensure all students will be able to focus and get the most out of the lesson. Support #2: All stations (for each of the senses) will be modeled so that students know exactly what to do at each station. Support #3: One student has a hearing disorder so the teacher will wear a microphone device that directly connects with the hearing aid of the student. This student will also be placed towards the front of the room by the board to ensure that she can readily ask questions to the teacher and see what is being written.

5 FINAL DETAILS OF THE LESSON Classroom Management: If teaching a small group or whole class, how will you use classroom routines, support appropriate behavior, and/or handle behavioral issues? Give one example. Because it is a whole class lesson that is more hands on and exciting, the teacher will set strict rules in the beginning of how students are expected to act. The teacher will tell students that they are not allowed to be out of their seats during the investigation times. They will also be reminded that during the investigation the only person that should be talking is the person who is listing the adjectives. They will be told that they will get one warning if they are misbehaving or not staying on task and then they will loose their privilege to participate in our reveal. The teacher will also circulate the classroom to ensure all students are on task when filling out the graphic organizers. Finally, students that are doing a great job staying on task, participating, and working well with their partner will be rewarded with a check mark on the all star behavior chart. Materials: What are the materials that you will need to organize, prepare, and/or try-out before teaching the lesson? Graphic Organizers (One for each of the 5 senses) Pencils Brown Paper Bags 11 Objects for the stations 5 objects for the modeling Follow-up: How will you and/or your CT reinforce the learning at a later time so that the students continue to work toward the lesson s overarching goal (i.e., the MA Curriculum Framework)? The teacher will continue to stress the importance of adjectives, especially within their narrative writing. Fourth grade is an important year and students needs tools to ensure that they are able to write cohesive and descriptive texts.

6 Partner 1 Partner 2 Adjective Mystery Bags-SIGHT Work with your partner to figure out what is in your mystery bag. Partner 1 list 5 adjectives only using your EYES to describe the object in the bag. Partner 2 record these adjectives, draw a picture of what your partner describes, and make a guess of what the object is. REMEMBER: PARTNER 1 DON T TELL PARTNER 2 WHAT THE OBJECT IS! WE ARE GOING TO DO A REVEAL IN FRONT OF THE WHOLE CLASS! Adjectives 1. Draw a picture of your object in here! I (Partner 2) think the mystery object is a.

7 Partner 1 Partner 2 Adjective Mystery Bags-HEARING Work with your partner to figure out what is in your mystery bag. Partner 1 list 5 adjectives only using your EARS to describe the object in the bag. Partner 2 record these adjectives, draw a picture of what your partner describes, and make a guess of what the object is. REMEMBER: PARTNER 1 DON T TELL PARTNER 2 WHAT THE OBJECT IS! WE ARE GOING TO DO A REVEAL IN FRONT OF THE WHOLE CLASS! Adjectives 1. Draw a picture of your object in here! I (Partner 2) think the mystery object is a.

8 Partner 1 Partner 2 Adjective Mystery Bags-SMELL Work with your partner to figure out what is in your mystery bag. Partner 1 list 5 adjectives only using your NOSE to describe the object in the bag. Partner 2 record these adjectives, draw a picture of what your partner describes, and make a guess of what the object is. REMEMBER: PARTNER 1 DON T TELL PARTNER 2 WHAT THE OBJECT IS! WE ARE GOING TO DO A REVEAL IN FRONT OF THE WHOLE CLASS! Adjectives 1. Draw a picture of your object in here! I (Partner 2) think the mystery object is a.

9 Partner 1 Partner 2 Adjective Mystery Bags-TASTE Work with your partner to figure out what is in your mystery bag. Partner 1 list 5 adjectives only using your TASTE BUDS to describe the object in the bag. Partner 2 record these adjectives, draw a picture of what your partner describes, and make a guess of what the object is. REMEMBER: PARTNER 1 DON T TELL PARTNER 2 WHAT THE OBJECT IS! WE ARE GOING TO DO A REVEAL IN FRONT OF THE WHOLE CLASS! Adjectives 1. Draw a picture of your object in here! I (Partner 2) think the mystery object is a.

10 Partner 1 Partner 2 Adjective Mystery Bags-TOUCH Work with your partner to figure out what is in your mystery bag. Partner 1 list 5 adjectives only using your HANDS to describe the object in the bag. Partner 2 record these adjectives, draw a picture of what your partner describes, and make a guess of what the object is. REMEMBER: PARTNER 1 DON T TELL PARTNER 2 THE OBJECT! WE ARE GOING TO DO A REVEAL IN FRONT OF THE WHOLE CLASS! Adjectives 1. Draw a picture of your object in here! I (Partner 2) think the mystery object is a.