This writing artifact demonstrates how I met standards ACEI #2a, #2b,

#4, and INTASC #1 and #8. This esson shows how I effecti!e" met the
needs of indi!id#a earners with the he$ of reso#rce teachers.
Adjectives Lesson Plan
Materials:
Note cards with cut out magazine pictures glued to each one
Pencil
Paper
Rationale: The third grade curriculum focuses in on writing skills. Adjectives are an
important part of writing that third grade students must master. It is crucial for children
to begin using adjectives to develop and strengthen their writing skills.
anguage Arts !" #.$: The student will write descriptive paragraphs.
Objectives:
The student will be able to verball% state the definition of an adjective.
The student will be able to name &' adjectives to describe nouns in pictures
provided with a partner.
The student will be able to write a paragraph using correctl% ( of the &' adjectives
used to describe a noun in the picture provided to him or her.
The student will write a paragraph using correct punctuation and grammar.
Focus and Review: !tudents will be motivated to learn through an investigative
approach. I will not directl% tell children at the beginning of the lesson that we are doing
a lesson on adjectives. I will start out the lesson b% asking children to give me words
that describe our classroom. I will write down ever% word that students give on the
board. I will then ask students) *+hat are these words called that we have used to
describe our classroom,- !tudents will hopefull% sa% that these words are adjectives.
!tudents have just learned about nouns so I will relate their prior knowledge of nouns to
adjectives b% reiterating that adjectives are words that describe nouns. !tudents will
make the connection that the noun in our e.ample is classroom and the words the% have
come up with to describe the classroom are adjectives.
Objective Stated for students: *Toda% we are going to learn how to use adjectives to
describe nouns. I am going to give each of %ou a note card that has a picture on it. The
picture on ever% card is a noun. I want %ou with a partner to write down &' words that
describe %our picture. After we are done) I am going to ask %ou to each write a paragraph
using at least ( of the describing words or adjectives that %ou used with %our partner. *
Teacher Input: I will model an e.ample of what I want children to do with the noun on
their note card. I will take one picture I have such as the diamond ring and write some
adjectives on the board to describe it. I will write things such as *shin%) prett%) clear)
romantic/..- !tudents will see how I model the activit% and will be more successful
when completing it with their partner.
uided Practice: !tudents will write &' adjectives to describe the noun on their note
card. The% will be working in pairs to achieve this task. Along with the reading
specialist and special education teacher) I will be walking around the room assisting
children. I will not give students answers but I will guide them b% giving them hints such
as *There are man% wa%s to describe %our picture. 0ow does it taste) smell) feel) look,-
These guiding 1uestions will help ignite student learning. Pairs of students will share
their adjectives and pictures with the entire class.
Independent Practice: !tudents will write a paragraph about their noun using AT
2A!T ( of the adjectives the% came up with with their partners. This will be the
students3 chance to show me what the% have learned and how the% can appl% it to a
writing situation.
Plans for Individual !ifferences: I will make accommodations for those needing it in
m% classroom. 4or m% 2! student) I will pair her with an 2nglish speaking student who
can help her come up with adjectives. I will pa% careful attention to how much she
understands in the introduction of m% lesson so I can evaluate how much help she needs.
The reading specialist) who works with this student) will also be available in the room to
help . +hen it is time to write her paragraph) I will help her with an% confusion that she
has. I will not evaluate her on correct spelling and perfect sentences) but on her effort.
I have # students in m% class with reading difficulties) one with an I2P. The special
education teacher comes in m% classroom ever% da% for writing and will be available to
help these students on an individual basis. These students will also be paired with
students who can help them write their adjectives. If these students can come up with
their adjectives) the% can have a partner that will help them write and spell the words
correctl%. +hen it comes time to write their paragraphs) either the special education
teacher or m%self will help students read over their paragraphs and sound out words to
spell.
"valuation and Assess#ent: I will assess the first part of children3s learning b% walking
around the room and making sure that students are writing adjectives that describe the
nouns in their pictures. If students are on the right track) I will know that the% can
accomplish the ne.t task of writing their paragraphs. Third graders receive achievement
grades so I will use the following rubric to evaluate the students.
5heck 6:
The student has demonstrated an understanding of adjectives through writing
7ore than ( adjectives are used correctl% to describe the noun assigned to
student
5omplete sentences are used to write the entire paragraph with correct
capitalizations and ending punctuation marks
5heck:
The student has demonstrated an understanding of adjectives through
writing
( adjectives are used correctl% to describe the noun assigned to student
5omplete sentences are used throughout most or all of the paragraph along
with capitalizations and ending punctuation marks
5heck 8:
The student has not shown a complete understanding of adjectives through
writing
The student uses less than ( adjectives to describe the noun assigned to
them
The student does not use complete sentences) correct capitalizations) or
ending punctuation.
$losure: To close this lesson) I will again ask students what an adjective is and e.press
the importance of using them in writing. I will tell them) *+e alread% learned about
nouns and how to use them) so now we can go further with our writing and describe the
nouns.-
Reflection based on lesson and evaluation:
"verall) I would sa% that m% lesson on adjectives went e.tremel% well. The
biggest strength of m% lesson was the enthusiasm it generated in m% students. The% were
e.tremel% e.cited about describing the pictures I gave to them. The% enjo%ed doing
partner work as well because the% do not get to work together in their classroom ver%
often. It was great to see the students interacting with one another and learning from one
another. I heard things such as * No that3s not an adjective) this is)- as I walked around
the room. I was ver% pleased to see the amount of conversation that I saw as I observed
the children. Another strength of m% lesson was allowing the students to brainstorm with
their partners to come up with adjectives before actuall% beginning their writing. If I had
not allowed students to do this) the% would have had a more difficult time coming up
with adjectives to use in their writing. 7% lesson was well adapted to students with
special needs because I had the appropriate help in the classroom at the time of m%
lesson) which made the lesson achievable for the students needing help.
+hile teaching this lesson) I noticed a few weaknesses that I possessed. At the
beginning of the lesson) when I asked students to tell me words describing the classroom)
I was ver% unprepared for some of their answers. !ome children gave me words that
were not adjectives and I did not know how to tell them the% were wrong. I think that
this will get easier as I get used to teaching. Another factor that weakened m% lesson was
that I did not tell m% classroom teacher that I wanted children to figure out on their own
that we were doing a lesson on adjectives. !o instead of letting children describe words
and then asking them what these describing words were) m% students alread% knew the
lesson was on adjectives because m% teacher told them) *5lass 7iss !trongin is going to
do a lesson on adjectives now.- If I had communicated with m% teacher more about m%
lesson) this would not have happened.
If I taught this adjectives lesson again) I would most definitel% use the note cards
with magazine pictures glued to them. The students reall% enjo%ed having something
concrete to look at when describing nouns. I would also keep the writing re1uirements
the same because writing is stressed a lot in the third grade and m% students needed to
know how to connect their new grammar tool into writing. The onl% thing that I would
change about m% lesson is that I ma% have stretched the lesson over a few da%s instead of
just one da%. It would have been beneficial to the students to write their paragraphs and
then have a da% to proofread them. The% would have been able to fi. their own mistakes)
which is e.tremel% important.
7% lesson was ver% effective in relation to student learning. I wanted students to
understand what an adjective was and how to appl% it to writing situations. 9ased on m%
observations of class discussions) students learned e.actl% what I aimed for them to learn.
!ome children took a little bit longer grasping the concept of an adjective) but all students
learn at different rates. I have a wide range of writing abilities in m% class) which was
evident through the writing of the paragraph. I had man% 5heck 6 papers from students
who achieved more than the minimum re1uirement of using ( adjectives. These students
wrote e.tended and well thought out paragraphs that demonstrated their understanding of
adjectives. The majorit% of m% class met the basic re1uirements and wrote a paragraph
using ( adjectives) with some capitalization and punctuation errors. :er% few of m%
students did less than the minimum re1uirements) which showed me that the students got
value out of m% lesson.
I ended up doing a follow up lesson ; weeks after this adjective lesson. 7%
teacher was going to be absent and she asked me to complete another adjective lesson.
The children made flowers with petals) and had to write ( adjectives about their teacher
for her birthda%. +e brainstormed in the beginning and then the students wrote their
adjectives on the flower petals. The% did an e.cellent job without much help from me)
which showed me the% learned a lot from m% first lesson<
Artifacts:
0ere are some e.amples of the note cards that I used for m% lesson.
0ere is an e.ample of the words that one pair of students used to describe this shoe.
This was the kind of work that I received from almost ever% student. I received great
adjectives with a few spelling mistakes. This showed me that m% students were read% to
move on to writing a paragraph.
0ere is an e.ample of an average student3s paragraph about a car. This student used (
adjectives and wrote complete sentences with some capitalization and punctuation errors.
This was the t%pical paper that I received. I encouraged this student to tr% to write a little
bit more when he showed me his paragraph.
0ere is a paragraph from a student who used more than ( adjectives and wrote a well
thought out paragraph. This was one of the more advanced paragraphs that I received.
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