Shannon Cain Dr. Lunsford Human Development 13 February 2014 Lesson Plan 1.

General Information Topic: Use of Adjectives and Adverbs Teacher: Shannon Cain Date: 2/13/2014

Lesson Number: 3 Lesson in Sequence: 3

2. Resources and Materials: For this lesson, we will need paper and pens/pencils for the students to write with. We will also use whiteboards and pictures. 3. Goal/s & Objective: SPI 0801.1.3-Correct use of adjectives and adverbs Student learning objectives: By the end of the lesson, the students will be able to identify and use adjectives and adverbs correctly in sentence form. One student will look at a picture and write down sentences utilizing both adjectives and adverbs to describe the picture to the rest of our group. The other students will guess what the picture is based on the clues that the student writes down. 4. Assessment I will assess the students knowledge of correct adjective and adverb use by checking the words they write on their whiteboards. Each sentence that the student writes to describe a picture will have to use at least one adjective and one adverb. 5. Readiness for Instruction Physical development: I will be aware that the students may have not had breakfast or a full nights sleep. I will incorporate group work into our tutoring session because peer relationships are especially important at this stage in development. Cognitive development: According to Piagets stages of cognitive development, students in 8th grade should be somewhere in between the concrete operational and formal operational stage. I have noticed that my students need more concrete lessons and directions. I will also be aware that not all students will be on the same level of thinking. Social development: I know that during 8th grade, friendships and social lives are especially important. I will incorporate group work into our tutoring sessions so that the students can work together. Cultural development: I will be aware that the students I tutor may come from different backgrounds and socioeconomic statuses from me as well as from each other.

Emotional development: It is important that the emotional needs of students are met so that their learning experience can be the most beneficial. While I cannot control what goes on in their home life or outside of school, and I work to make the students safe, welcomed, and loved during our tutoring sessions. 6. Instructional Model, Procedures, and Strategies: Time for lesson: 45 minutes Introductions: 5 minutes Review: 5-10 minutes Picture game: 30 minutes Feedback and questions during remaining time a) Opening and Advanced Organizer: I think it is important to tell the students exactly what we will be doing so that they know what to expect throughout the lesson. I know they will be excited to use the whiteboards since they asked me to bring them in. They also asked to play a game in this lesson, so I am incorporating a game into our lesson Behavioral Expectations: I expect the students to participate in the tutoring session and collaborate with the students in their group. I expect them to finish their work and be respectful of me and the other students. I want the students to feel comfortable to ask questions. We will also go over procedural expectations together. Instructional Steps: The instructional model that I will be using will be informal. There will be structure, but the students should and will be able to talk to me and to each other during the lesson. After explaining the structure of the lesson, we will begin by reviewing how to use adjectives and adverbs, and the importance of their use in writing. We will then go over the rules and expectations of the picture game. I will bring in pictures of objects and actions, and the students will have to describe them. Only one student will see the picture, and they will write sentences on their whiteboard to describe the picture. Because this week we are focusing on adjectives and adverbs, each sentence will need to contain at least one adjective and adverb. The other students will look at the sentences and guess what is in the picture. They remaining time will be for feedback and to go over any questions they have. Keeping Piagets stages of cognitive development in mind, I have noticed that my students are more in the concrete operational stage. They need objectives and expectations to be described very clearly and in detail. If they are given too much free range, they seem slightly confused (Ex. When writing their summary paragraphs, they wanted to know how long it needed to be, what structure they should use, etc.) Because they are more concrete thinkers, I am also going to give them graphic organizers this week so they have something visual describing types of adjectives and adverbs. Overall, I am going to include more structure into my lessons. When the students are told clearly what is expected of them, they rise to these expectations. I am going to be more aware of how I explain directions and what I am expecting from them.

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Lesson Closure I will close the lesson by giving the students individual and group feedback on their lesson. We will go over any questions that they have about adjective and adverb use. I will also ask them to assess my lesson and give any improvements.