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Lesson Plan Title: Identifying Adjectives and the Nouns They Describe
Lesson Objectives: Students will identify adjectives in sentences and the noun(s) each adjective(s) is/are describing.
Openers/Lesson Starters:
The teacher will begin by accessing the prior knowledge of the students by asking students to turn and talk with
their table partners about what they already know about adjectives. While students are discussing, the teacher
After partner discussions, students will share what they know with the class.
The teacher will then explain that the students will be learning about adjectives in todays lesson. They will learn
what Adjectives are, how to identify them in sentences, and how to identify the noun(s) the adjectives are
describing.
The teacher will then show the video, "All About Adjectives"
After the video, the teacher will discuss the video with the students. The teacher will highlight the following
points:
What kind?
Which one?
How many?
The teacher will then ask students to come to the interactive whiteboard.
The teacher will have the following sentences displayed on the screen:
The teacher will model reading the first sentence and identifying the adjectives. The teacher will also model
finding the noun that is being described by asking the prompting questions, What kind? Which one? Or How
many?
The students will choral read the next sentence. After reading, students will turn to their partner and identify
the adjective in the sentence (ten). The teacher will ask a student to share the adjective in the sentence aloud.
The teacher will also ask the student to identify the noun that the adjective is describing (students).
o As students identify the adjective(s) and noun(s), the teacher will label each part of speech.
The teacher will display each sentence and have students discuss the sentence with their partner and then have
students share aloud the adjective(s) and the noun(s) the adjective(s) is/are describing.
o As students identify the adjective(s) and noun(s), the teacher will label each part of speech.
The teacher will then partner students in different pairs and give each pair an iPad.
The teacher will ask students to open the Quizizz app and type in the game code.
Students will complete the Adjective Quizizz game with their partners as a collaborative formative assessment.
Students will read sentences and select the answer choice that contains the adjective(s) in each
sentence
Students will select the answer choice that contains the noun(s) being described in each
sentence
Students will select the answer choice that contains an adjective (other answer choices are
o After each group completes the game, the teacher will discuss the results with the class.
If there are incorrect responses, the teacher will discuss incorrect responses and have students
To wrap up the lesson, the students will make a list of adjectives to describe the items in their classroom and
their classmates.
o Examples: blue bucket, ten pencils, soft rug, funny partner, twenty students, etc.
The students will share their list of adjectives and the nouns they are describing with their tablemates.
Assessment Plans:
Students will demonstrate their knowledge of adjectives by composing 5 of their own complete sentences using
In each sentence, students will label the adjective(s) and the noun(s) the adjective(s) is/are describing.
o Students should use correct capitalization, punctuation, and spelling (to the best of their knowledge) in
each sentence.
Students will be assessed on correct labeling of adjectives, the nouns they describe, and the mechanics of each
o Adjectives = 1 point
o Mechanics = 1 point
A summative unit test will be given later at the conclusion of the adjective unit.
Materials/Equipment Needed:
The lesson aligns with TPACK framework because it uses technology in ways that enhance student learning while
focusing on content and learning. The teacher and students are using the technology to teach, learn, show
knowledge, collaborate with peers, and assess. The technology is used in a constructive way to teach, practice,
Instead of modeling just the first sentence during the interactive whiteboard activity, the teacher can model
o The teacher can also guide students through each sentence if needed.
During the Quizizz game, the teacher can adapt the timing of each question.
o The teacher can give less time for higher students and give more time for lower students.
While students create their list of adjectives about the classroom, the teacher can pair students together for
plan), the teacher can have already created sentences for students to label rather than having students compose
their own.
Describe how the scholarly article you found contributed to the development of this lesson plan?
The scholarly article I found contributed to the development of this lesson plan because it discussed the
benefits of using software like Kahoot! in the classroom for content review. The researchers found that the
students enjoyed using the software because it made the reviews more helpful and fun. They discovered that
the competition aspect of using this type of quizzing software made the review process more enjoyable for the
students. They also found that these types of open-source quizzing would be helpful for the review of
comprehensive national exams that do not have review materials readily available.
Kahoot! and Quizizz are almost the same, but I like the accessibility of Quizizz more, so that is why I