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Micro Teach Learning Plan #1

Title: Which ball?


Name: Delaney Kohnen
Subject/Grade: First grade/ ELA
Type of Instruction:Direct

Date Taught: February 23, 2015

Lesson Plan
Objective:
Given a worksheet with nouns and adjective strips, the student will be able to match the correct adjective to the correct noun getting
100% of the pairs correct.
TEKS:
1.20.A.3
(20) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language
when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:
(A)
understand and use the following parts of speech in the context of reading, writing, and speaking:
(iii) adjectives (e.g., descriptive: green, tall)
Background Information: Students must have previous knowledge of the following
Basic verbs (Action verbs)
Nouns (person, place, or thing)
Sentence structure
Pronunciation
Ability to read and write
Five senses
Materials:
Worksheet (Match that adjective)
5 stripes of adjectives for worksheet

Glue stick
Two different colored balls
Picture of a donut, and Fire Truck

Equipment:
White Board/ Chalk Board
Classroom Management/Environment:
Students will be in front of instructor.
Students will be able to freely respond when mentioned too.
Engagement/Focus:
Greeting: Welcome everyone, can anyone tell me what the sky looks like outside? This is to usher in descriptive words.
Engagement: I will write the sentence The yellow sun shines bright. on the whiteboard, or chalk board. This sentence will be used to
engage the students and to link back to previous knowledge.
Link to previous knowledge: Using the sentence in the engagement section, I will ask the class to please tell me the noun and they
will respond aloud sun. I will then ask them what is the verb?, and they will say shines. Lastly I will ask What is the word
yellow? That will bridge the gap between previous knowledge and what they are about to learn.
Outcome: By the end of todays lesson you all will have learned how to properly identify an adjective in a sentence, and how to
understand when to use certain adjectives.
Expected behavior: Everyone, please feel free to call out answers to my questions throughout the lesson. Also, later in the lesson we
will be using glue sticks, and I am expecting everyone to use them properly and to clean up their mess afterwards.
Explanation/Procedures:
1. Show the students two different colored balls that are also two different shapes.
a) Does anyone know what and adjective is? Adjectives are a word that describes something else. Without adjectives it
would be hard to know what people are talking about.
b) For example I need someone to give me a ball. I have a certain ball that I want but all I can tell you is that I want a ball I
will then ask them to hand me the ball; this will require them to ask which color, or which size.
c) See you did not know which ball I wanted until I told you that I wanted the green ball. The word green is the adjective

because it describes the color of the ball. By using descriptive words, you knew exactly which ball I wanted.
d) Does everyone remember the five senses? Well that is an easy trick to help you think of adjectives. We can describe the
way things are by the way they feel, sound, smell, taste, and look like.
2. On the white board I will post three different pictures. Donut Flower Fire Truck.
a) Okay everyone, now that we have an idea about adjectives, and how they describe different nouns we are going to
brainstorm as a class using our five senses to think of adjectives.
b) I will put a picture of a donut on the board.
c) Okay students, when you see a donut what does it look like? What does the donut taste like? What does it smell like?
d) Now what about the fire truck? What does it sound like?
e) Does anyone have any ideas of some adjectives that describe our classroom?
3. Assessment
a) Does everyone kind of understand what adjectives are and when we use them? Great, because we are going to do a fun
worksheet! I am going to pass everyone a worksheet, glue stick, and baggie with adjectives in them. The worksheet will
have pictures of things on them and you have to match the correct describing word to each picture. You will glue the
adjective in the blank below the picture. Before I let everyone get to work we will do an example problem together.

Extension/Elaboration:
Extension: For students that understand the concept of adjectives, I will have a worksheet that they will fill out called The Five
Senses The student will be given an object that I have written on the top of the worksheet, and they will have to think of an adjective
for each of the five senses that describe that particular object. They will record their words on the worksheet.
Elaboration: For the students who did not quite understand what an adjective is, I will have to start from the beginning again. I will
write the sentence. The flower grows. I will ask them to point out the noun and the verb. I will then write, , The yellow flower
grows. I will again ask the students to tell me again what the noun and verbs are. I will ask them what color the flower is. They will
respond yellow and I will ask how did you know? I will then write the sentence The pretty yellow flower grows. I will then ask
them to tell me the words that are not the noun and verb, so that they can single out the adjectives showing them that words that
describe your noun are adjectives.
Closure:

Did everyone have a great day learning about adjectives? I know I sure did because everyone did an amazing job at brainstorming
different adjectives during the lesson. Tomorrow we will use what we learned about how adjectives describe a noun, and we will
create sentences of our own.
Assessment:
My assessment for the students will be a work sheet that has 5 pictures on it and blanks below them. They will also be given a glue
stick and five adjectives on little strips. The student will glue the adjective under the picture that it best describes. They should be able
to match all five adjectives under the pictures.
Resources:
Afflerbach, P., Blachowicz, C., Dowson Boyd, C., Izquierdo, E., Juel, C., Kameenui, E., Leu, D., Paratore, J., Pearson, P.D., Sebesta,
S., Simmon, D., Tatum, A., Vaughn, S., Watts Taffe, S., Kring Wixson, K., (2011). Adjectives. In Scott Foresman Reading Street
(Texas ed.). Glenview, Ill.: Pearson;.
August, D., Bear, D., Dole, J., Echevarria, J.., Fisher, D., Francis, D., Gibson, V., Hasbrouck, J., Paris, G., Shanahan, T., Tinajero, J.,
(2011). Independent Writing. Texas Treasures. New York, NY.: Macmillan/McGraw-Hill;.