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Wesleyan College Lesson Plan Template - Revised 4/17/13

Educating Exemplary Teachers

Lauren N. Graniela
Lesson 2 Finding Adjectives in Content Literature
6th Grade

Thursday, October 10th, 2012

EDR 390

Rationale / Purpose for Lesson:

Exposure to adjectives within content text.
Broaden exposure to content vocabulary

Summary of Lesson:
Review what adjectives we used to describe rocks and minerals observed in the
previous lesson. Then focus on 6 of those 12 rocks and minerals and read content
based sentences about them, searching for verbs within the sentences

(Circle the one that applies)
3. Students apply a wide range of
strategies to comprehend, interpret,
evaluate, and appreciate texts. They draw
on their prior experience, their
interactions with other readers and
writers, their knowledge of word
meaning and of other texts, their word
identification strategies, and their
understanding of textual features (e.g.,
sound-letter correspondence, sentence
structure, context, graphics).


1. GPS: Recognizes basic parts of a
sentence (subject, verb, direct object,
indirect object,
predicate noun, predicate adjective).


2. GPS: Describe processes that change

rocks and the surface of the earth



Learner Outcomes / Objectives

Stem: Students will be able to. . .


a. locate adjectives.

a. Think: underline in a chosen color

what they believe to be adjectives

b. elaborate on adjective list

b. Pair: swap description papers with

partner, underlines in a different
color what they agree w/ or feel their
partner missed, and write a question
mark for what they disagree with
Share: students share what they
believed were or were not adjectives


Rock & minerals descriptions sheets and their coinciding rocks and minerals
Pencil and array of colored writing utensil (marker/pen/colored pencil)
MOTIVATION Opening (Motivation/Anticipatory Set/Hook/Building/Activating Schema):
We will continue our geologist studies of some of our rocks and minerals. We read what some
experts have to say about them


1. Everyone will get just 1 of their three rocks they examined from before.
Pass out rocks and previous lessons work sheets.
2. Lets review some of our descriptions. Read over what you wrote about the rock you have
in your hand now. Then call out some adjectives to share on the board
Make list of students shared adjectives,
Discuss whether the word can be correctly named an adjective
Model if needed
3. Now we will review what some geologists have to say about these ricks and minerals. As
you read their descriptions I would like you to underline what you think are adjectives they use
to describe them. Some of the words they use will be technical, and you may not know what
they mean. Still underline what you believe to be an adjective and we will at the end, anything
that is unclear. You will have 5 minutes
Instruct students to write their name on the top left corner with the color they will be
marking with
4. Now that you are finished, I would like you to swap papers with a partner. Partners; you

will chose a different color to underline what you agree with to be an adjectives, any adjectives
you feel your partner missed, and write a question mark next to words you disagree to be
adjectives. Once youve finished, discuss your thoughts with your partner. You will have 5
Write on the board the key:
______ = agree with OR new found adjective
? = disagree with
Why do you agree with my adjectives?
Why do you disagree?
How did you decide on that new word?
Instruct the partners to write their name on the top right corner with the color they will
be marking with
5. Now lets discuss as a class the adjectives we have found, and any confusion or disputes we
Make a chart on the board to list Believe and Unsure
Students should read from their papers what they believe to be adjectives, and what they
were unsure of or disputed.
List only one students words at a time then discuss with the class, and crossing out what
are not adjectives (the dictionary may be used)
Inform the students to not make any changes to their papers
6. Collect the papers to assess
If others need more time, and others are have already swapped, they may look over
another rock/mineral description.


Rock & Mineral Descriptions (page 1)

Obsidian (Extrusive igneous rock)
It is a natural, volcanic glass.
It is often found in lava flows, which are called obsidian flow.
Obsidian flows chemical composition has high silica content, and highly viscous.
It is formed from rapidly cooled crystalline growth.
It has is hard and brittle and fractures with very sharp edges.
It has been used as a piercing tool.

Granite (Intrusive, igneous rock)

It contains lightly colored silicate minerals.
It is name from the Latin word granum, which means grain, because of its granular
Its granular texture is an indicator of its crystalline structure.

Its composition is mostly quartz, mica, and feldspar.

It is commonly found in the continental plates of the earths crust.
It is massive, solid, hard, and tough, so it is used as constructive material.
Rock & Mineral Descriptions (page 2)
Coal (sedimentary rock)
It is a black or brownish-black, combustible rock.
When heated below ignition point, it gives off tarry vapors.
Its is composed of mostly carbon, with variable amounts of hydrogen, sulfur,
oxygen, and nitrogen.
Coal Anthracite (metamorphic rock)
Coal exposed to higher pressure and temperature becomes a harder, compact
variation, with a semi-metallic, high luster.
These changes lessen the coals original volatile nature.
This type of coal is difficult to ignite, but when it does burns a short, blue
smokeless flame.

Quartz (mineral)
It a silicate that is very abundant in the earths continental crust.
It has a strong, crystalline structure.
Since it is chemically stable, it weathers very slowly, into sand.
It is very common in sandstone, shale, schist, gneiss, and quartzite
There are many varieties of it, used since ancient times for jewelry and carvings
There are many varieties of quartz, classified by there coloration and visibility of
individual crystals.
The visibility of the crystals can be microcrystalline or macrocrystalline
Pure quartz is colorless, transparent or translucent.
Rock & Mineral Descriptions (page 3)
Milky Quartz (mineral)
It is white, colorless, and opaque.
Its cloudiness is caused by inclusions; gas and liquids trapped during the
crystal formation
It is used to make cameo jewelry.

Amethyst (mineral)
It is a violet variety of quartz; the coloration ranges.
Its coloration comes from inclusions; iron and other elemental impurities
It has variable purple hue; from intense bright, to dark or dull purple
Its hardness makes it suitable for use in jewelry.

Blue Quartz (mineral)

It is a blue variety of quartz.
Its colorations comes from scattered distribution of inclusions a The inclusions are
fibrous blue minerals
It has a hard coarse grained, massive macrocrystalline structure

Page 1 Adjectives
natural: existing in or caused by nature; not made or caused by humankind

adj - of or relating to chemistry or the interactions of substances as studied in chemistry.
noun - a compound or substance that has been purified or prepared, esp. artificially

viscous: having a thick, sticky consistency between solid and liquid; having a high viscosity.

crystalline: having the structure and form of a crystal; composed of crystals.

brittle: hard but liable to break or shatter easily

granular: resembling or consisting of small grains or particles

continental:: forming or belonging to a continent

massive: large and heavy or solid, exceptionally large

Page 2 Adjectives
adj - able to catch fire and burn easily
noun - a combustible substance

tarry: of, like, or covered with tar

adj - not consistent or having a fixed pattern; liable to change
noun - an element, feature, or factor that is liable to vary or change

compact: closely and neatly packed together; dense

metallic: of, relating to, or resembling metal or metals

adj - (of a substance) easily evaporated at normal temperatures, liable to change rapidly
and unpredictably, esp. for the worse
noun - a volatile substance.

abundant: existing or available in large quantities; plentiful

stable: not likely to change or fail; firmly established

common: occurring, found, or done often; prevalent

micro: extremely small

macro: large-scale; overall

transparent: (of a material or article) allowing light to pass through so that objects behind can be
distinctly seen

translucent: (of a substance) allowing light, but not detailed images, to pass through;


Page 3 Adjectives

opaque: not able to be seen through; not transparent

elemental: related to or embodying the powers of nature

intense: of extreme force, degree, or strength

dull: lacking brightness, vividness, or sheen

suitable: right or appropriate for a particular person, purpose, or situation

coarse: rough or loose in texture or grain