Adjectives

! ! ! ! Rationale: The purpose of this lesson is to familiarize students with adjectives and help them become more comfortable with using them in their writing.
Materials/Equipment:

Submitted by: Elise Young for Grade Level 4

Learning Target(s):

I can use and understand the function of adjectives, and their comparative and superlative forms.

Many Luscious Lollipops by Ruth Heller Write Source textbook Schoolhouse Rock - Unpack Your Adjectives video Posterboard Magnets Laminated popcorn pieces
TEKS Achieved: ELA 4.20A use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (iii) !adjectives (e.g. descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative forms (e.g., fast, faster, fastest);

Lesson Plan:

Blooms Taxonomy:
Knowledge Comprehension

Differentiated Learning:
Auditory Visual/Spatial Kinesthetic Verbal/Linguistic

Classroom Strategies:
Hands-On Independent Activities Whole-group

Curriculum Integration:
English/Language Arts

Introduction (Anticipatory Set/Motivation): Introduce adjectives by showing the Schoolhouse Rock - Unpack Your Adjectives video. Process: Review previous topic and introduce new topic: 1. Now that we have mastered capitalization and punctuation, were going to talk about the parts of speech. Today were going to learn about adjectives. Why are adjectives important to your writing? Share learning expectations/objective: 2. I can use and understand the function of adjectives. Teacher-led whole group lesson: 3. Invite students down to the floor. Begin reading story to students. 4. Read section about positive adjectives on pg. 626 in Write Source book. 5. Pop quiz dismissal. Ask students a question from the story. The student who answers correctly may return back to their table, along with the rest of their table mates. Teacher-student lesson: 6. Give each student a laminated piece of popcorn. 7. Each student should use a Vis-a-Vis marker to write an adjective to describe popcorn. Encourage students to consider the 5 senses when choosing an adjective. What does popcorn look like (color, shape)? What does popcorn smell like? What does popcorn taste like? What does popcorn feel like (texture, weight)? What does it sound like when you make popcorn? 8. Encourage students to be creative when choosing an adjective because we want to have as many different adjectives to describe popcorn as possible. *Students should ensure that they have a different word than everyone at their table. 9. Call students up individually to place their piece of popcorn on the board. Independent Activity: 10. In their 3 subject spiral, students will work on sentences 1-5 on pgs. 625 - 627. 11. Walk around and monitor students as they work on their sentences. Answer any questions students may have. 12. Once most students are finished, go over the answers.

Closure: 1. Ask students to define what an adjective is, how adjectives enhance their writing, and give examples. Extension: 1. Students can review their compositions to see if they have included enough adjectives or whether they should be more descriptive. Accommodations: 1. SPED: Work with a partner, Shortened assignments 2. ELL: Read directions aloud, Work with a partner Assessment/Evaluation: 1. Informal assessment: Oral pop quiz questions and observation.