***Reminder: All fields must be completed prior to submission.

Name:

Grade:
2nd

Linda Hillard
Lesson
Lesson #3-My Adjectives
Title:
CCGPS or GPS Standard(s):

Date:
11/5/14

ELACC2L6-Vocabulary Acquisition and use: Use words and phrases acquired through conversations, reading
and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When
other kids are happy that makes me happy).
Classroom/Lesson Context (please check the following that apply):
X -Whole Group _____ Small Group _____ One-on-One

2 Students with IEPs/504s _____ ELL Students

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:
10 Girls
16 Boys
Individual Education Plan Goal(s) and Benchmarks specific to this lesson:
N/A
Learning - Focus
Essential Question(s)
1-3 BIG ideas! How
can these questions be
used to guide your
instruction?

Strategies

1. I can put adjectives in place in relation to other words?

2. I can describe an adjective?
3. I can use adjectives to make sentences more interesting?

Central Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.

The students will learn to describe, define, recognize, and identify adjectives and
display how it is used in a sentence.

Academic Language
What is the key
language demand?
What academic
language will you
teach or develop?
What are the key
vocabulary words
and/or symbols?

Language Functions (Identify the purpose for which the language is being used, with attention
to goal and audience- the one verb from the standard; ex. demonstrate.)
Students will describe adjectives related to a specific noun. Students will give an
explanation as to why they used a particular adjective. I will inform students on how to
correctly use an adjective.

Language Vocabulary (Identify key, content specific words for this lesson: examples of
vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
students comprehension.)
(Adjectives, nouns, describe, person, place, thing, details, variety and different.)

Academic Language Demand (Identify one of the following: reading, writing,

listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding support- depending on the needs of the students throughout the lesson.)
The language demand for this activity would be listening /speaking because
students will be required to tell about their project and the adjectives used to
describe their project.

Materials
What resources can be
used to engage
students?
Introduction to
Lesson/
Activating Thinking
What is the hook for
the lesson to tap into
prior knowledge and
develop students
interests? This should
tie directly into the
lessons objective and
standard and should
promote higher level
thinking. How will
you introduce the
content specific
vocabulary words?
***Use knowledge of
students academic,
social, and cultural
characteristics.

Overhead Projector
Book Report Project
Blank piece of paper/pencil

Boys and girls, we have been learning about adjectives. Today is going to be our
last lesson on adjectives. Before we start, I would like to ask someone to give me
the definition of an adjective. Give me one example of an adjective. (I will ask this
several times). Adjectives describe what? We learned about another word that
tell about adjectives (modify). It is important to let students come up with their
own adjectives as it describes the noun they choose.

Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
No specific accommodations for the EIP student as well as my 504 student. I will
monitor their progress as the lesson moves forward by walking to their desk to make
sure they are following the directions of the lesson.
Management Plan: I will call on students that have their hand raised. I will select my 504
and EIP student to describe an adjective. I will ask my EIP and 504 to keep them
engaged.

Body of Lesson/
Teaching Strategies
What will you have the
students do after you

Everyone has brought their project; I want you to write adjectives that describe
your project. For the students that did not bring your project, you will choose
something in the classroom to write your adjectives. (I will identify the students

introduce the lesson to

learn the standards?
What questions will
you ask to promote
higher level thinking?

that didnt bring their project and let them choose a noun from the classroom).
Students will practice their language as they describe adjectives associated with
their projects. As students bring their projects and written adjectives to the
board, I will reinstate the adjectives to the class.

What opportunities
will you provide for
students to practice
content language/
vocabulary? What
language supports
will you offer?

Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
I will monitor their understanding by making sure they understand the
instructions. My 504 students & my EIP students sit close to the board in order
to see well. I will monitor their progress by walking around to their desks.

Management Plan: I have a system of raising my hand up to regain order in the

classroom. I will also us, 123 all eyes on me.

Closure/
Summarizing
Strategies:
How will the students
summarize and/or
share what they have
learned to prove they
know and understand
the standard(s) and its
vocabulary? Will you
provide opportunities
for students to apply
new knowledge while
making connections to
prior learning?

After students have finished displaying their projects and describing their
adjectives, I will collect their adjective papers. Students will be given a post
assessment on adjectives.

Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):

Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Management Plan: The group leaders will collect the assignments.
Assessment/
Evaluation
Every standard listed
above must be
assessed and included.
Questions to consider
while planning:
How will students
exhibit an
understanding of the
lessons objectives?
How will you provide
feedback? What
evidence will you
collect to demonstrate
students
understanding/mastery
of the lessons
objective(s) including
their usage of
vocabulary?

Reflection/Analyzing
Teaching
Effectiveness
Reflection includes

Reminder: Assessment plan must align with objective(s)/standard(s).

Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
such; remember to identify both formative & summative assessments throughout the lesson):

Assessment Plan for Learning Objectives (This is a plan and should be written as such;
remember to identify both formative & summative assessments throughout the lesson):
Students will correctly identify and describe their adjectives on their paper. I will
provide feedback by correcting them if they identify a noun as an adjective.

characteristics of the
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.