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Student: Kathleen Cox_________________________________Professor: David Sills Course: EDU 329 01__________________________________ Date: April 08, 2014_ Grade: 1st

grade____________Topic: Adjectives____________Content Area: English Instructional Objective (Lesson Objectives*) After a class lesson on adjectives, a part of speech, students will identify the adjective in a sentence with 95% accuracy. CCLS/+NYS Standards And Indicators Reading Standards for Literature K-5 #1: Key Ideas and Details: Students will ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Indicator: This will be evident when students are identifying the adjective within a sentence that is given to them. Motivation (Engaging the learners*) (Engagement) The teacher will read the book, If You Were an Adjective, to the students. The teacher will have the students write down a list of words that they would use to describe themselves to their peers. The teacher will provide an example, and then students will write their words down on paper. The teacher will then begin the lesson on adjectives. Materials If You Were an Adjective Book Adjective Worksheet

Strategies (Learning Strategies*) Group Discussion: This will be evident when the teacher and the students are involved in the discussion about which words the students picked to describe themselves. Direct Instruction: This will be evident when the teacher is reading the book to the classs, followed by when the teacher will be explaining to the class that an adjective is only one part in the parts of speech, and exactly what a adjective is.

Independent Study: This will be evident when the students are given their worksheet on identifying the adjective in each sentence.

Adaptations (Exceptionality*) The student who is an English Language Learner will be provided with pictures specific to the describing words that will be included in the lesson, prior to the lesson on adjectives. This will ensure that the student is familiar with the describing words being discussed. Differentiation of Instruction Tier One: Students will be given a worksheet in which the definition, as well as an example of a adjective is given at the top of their worksheet. Furthermore, students will be given a worksheet that has two words bolded to give the students a helpful hint and a choice to choose the correct word in the sentence that is an adjective. This activity will be done with 95% accuracy. Tier Two: Students will be given a worksheet of sentences; the students are to properly identify which word in the sentence is an adjective. This activity will be done with 95% accuracy. Tier Three: Students will be given a worksheet of sentences; the students are to properly identify which word in the sentence is an adjective. Furthermore, the students will need to create a sentence on their own in which the student can properly identify the adjective in their sentence. This activity will be done with 95% accuracy. Developmental Procedures Students will participate in an activity in which they will pick out words that describe themselves to understand what an adjective is. Students will write down on a piece of paper what he or she thinks words are to describe themselves. (What words do you think of when asked to describe yourself?)(What are you, kind, smart, loud?) Students will be given a worksheet to complete in which the students will accurately label the adjective in each sentence. (Which word in each sentence is an adjective, a word that is describing something within the sentence?) Assessment (Artifacts* and Assessment [formal and informal]*) Students will identify the adjective in each sentence that is given on the worksheet with 95% accuracy.

Independent Practice Following the lesson on verbs, students will complete a worksheet with sentences that contain verbs for the students to identify. Follow-Up Direct Teacher Intervention and Academic Enrichment Direct Teacher Intervention: The student, under direct intervention with the teacher, will create a sentence on their own and identify the adjective in their sentence. This will help the student and reinforce what an adjective is and how it can be identified within a sentence. Academic Enrichment: The student will create 5 sentences on their own and properly identify the adjective in each of their sentences, and present it to the class.

Teacher References Adjective Worksheet. (n.d.). Have Fun Teaching Adjective Worksheet Comments. Retrieved April 5, 2014, from http://www.havefunteaching.com/worksheets/englishworksheets/adjective-worksheets/adjective-worksheet-6 C&I. (n.d.). NYS Learning Standards:CI&IT:NYSED. Retrieved April 6, 2014, from http://www.p12.nysed.gov/ciai/standards.html Dahl, M., & Gray, S. (2006). If you were an adjective. Minneapolis, Minn.: Picture Window Books.