Pelletier 1

BELMONT UNIVERSITY
DEPARTMENT OF EDUCATION
Building together for excellence in education
Lesson Planning Document
General Information
Teacher: Joshua C. Pelletier

Subject: English

Number of Students: 12-31

Mentor: Judy Caldwell

Grade: Middle Prep (8)

Lesson Number: 2

Date: 10/18/2014

Time Allowed: 60 minutes

Lesson in Sequence: N/A

Unit Title: 21st Century Careers

Topic: Writing with Detail: Adverbs and Adjectives
Subjects Integrated: Language Arts, Visual Art, Video
Readiness and Background Knowledge:
Based on the students writing journals, I have decided to take this lesson to help develop their descriptive
skillsworking in a review of adjectives and adverbs as well. The students are writing sentences mostly
in SVO (subject, verb object) format, which makes their writing bland and boring. With this lesson, we
can get them headed in the right direction by using descriptive words to better articulate what they see or
mean. Students should have had lessons on adjectives and adverbs in previous grades, but based on my
probing questions, students are having trouble defining them accurately.
Standards:
CCSS.RL.8.4 Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings, analyze the impact of specific word choices on meaning
and tone, including analogies or allusions to other texts.
CCSS.W.8.3 Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
D. Use precise words and phrases, relevant descriptive details, and sensory language to capture
the action and convey experiences and events.
CCSS.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and
expressing their own clearly.
Goal/s:
I can accurately use and define adverbs and adjectives.
I can write a detailed description of a non-print source using adjectives and adverbs.
I can identify adjectives and adverbs in a peers writing, as well as justify what each modifier is doing.

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Objective/s:
Given a picture of Bal du Moulin de la Galette by P.A. Renoir, the student will be able to describe the
piece of art by writing a 5-sentence paragraph in their writing journal at 100% completion.
Given direct instruction and a slide showing sentences with adverbs and adjectives, the class will be able
to identify adverbs and adjectives as they are used in the sentences, and then justify their answers by
participating in the lecture at 80% proficiency.
Given a list of adjectives and adverbs and a screening of multiple movie trailers, the student will be able
to write a detailed description of the trailer/movie by writing 3 paragraphs (focusing on using adverbs and
adjectives) using descriptive details at 80% proficiency.
Given a partners descriptive movie paragraphs, the student will be able to identify adverbs and adjectives
in the others writing by selecting one paragraph and circling the adverbs, underlying the adjectives and
drawing an arrow to the noun, verb, adjective or adverb they describe/modify at 80% proficiency.

Teacher Learning Objectives:

- Have students work with partners to evaluate each other.
- Manage classroom effectively and fairly.
- Stay on time and on task.
Resources and Materials:
-

Standard classroom set up (white board, markers, computer, projector)

Adjectives and Adverbs Lesson PP.pptx
Adjectives List.docx, Adverbs List.docx, Mini Movie Trailer Paragraphs.doc
If students need more practiceor misbehave: Adjectives and Adverbs Worksheet.pdf

Instructional Model, Procedures, and Strategies:

Attention signal (3)
I will stand by the door and welcome students inside, asking them to sit in their seats and begin the bell
ringer. I will then reinforce what I want them to do when all students have entered the classroom.
Opening and Advanced Organizer (56)
Instructional Steps:
1. Bell Ringer & Discussion (12)
On the board there will be an image of Pierre August Renoirs Bal du Moulin de la Galette. The
prompt is simple and should be understood by all students:
In your writing journals, describe what you see in one paragraph (minimum 5 sentences)
Once the students are finished, I will ask them to share their descriptions. We might go through 3 or 4
(they will not take long to read because they will be very basic). I will then offer two versions of my

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own. One I have made to mimic my students average journal entry and then a slightly better one that
uses more descriptions.
Pelletier Eh Student
The painting shows people dancing. The people are in a park and some are sitting. It looks like other
people are sitting and looking at the people dancing. They are having a good time.
Pelletier A Student
Renoirs painting shows many people dancing intimately, while others sit to enjoy the evening. The
scene appears to take place in a brightly lit park. In the front of the painting, groups of people talk
closely, smiling gently at each other. This colorful painting is alive with happy people.
I will ask students what they find different about the paragraphs (compare and contrast skills
exercised). What they should notice is that they are saying the same thing, but the latter paragraph
uses many more words to describe the scene. Most of the words I used are either adjectives or
adverbs.
2. Direct Instruction (15)
I will then begin to talk about the importance of adjectives and adverbs in language because they help
us give detailed descriptions. Really, adjectives and adverbs make our language colorful and keep it
from being dull. If we didnt use adjectives and adverbs, we would sound like robots. I will give an
example to the class:
No adverbs/adjectives:
I ate a hotdog with chili and cheese on it.
With adverbs/adjectives
I ate a foot-long hotdog with hot and spicy chili and tons of shredded cheese thrown hastily on it.
I will then go over the definitions of both terms and give examples:
What does an adjective do?
An adjective describes or modifies a noun.
Example: He is a slow driver.
What does an adverb do?
An adverb describes or modifies a verb, adjective, or another adverb.
Example: He drives the car slowly
To help them further understand adjectives and adverbs, I will show them a very short video that will
help them ask questions that will guide them.
Adverbs and Adjectives

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Adjectives answer these questions:
What kind?
How many?
Which one?
Adverbs answer these questions:
How?
When?
Where?
3. Modeling (20)
I will do a quick check for understanding, asking students to identify whether highlighted words in
sentences are adverbs or adjectives. If they pass the quick assessment, I will move on to the movie
portion. If they do not pass, I will go through the worksheet with them so we have more practice
(Adjectives and Adverbs Worksheet.pdf)
I will pass out the Adjectives List.docx and Adverbs List.docx as well as the Mini Movie Trailer
Paragraphs.doc so that we can begin the activity.
As a class, we will watch the three movie trailers. After each one, the students will need to write a
detailed paragraph describing the movie and/or what they saw. They should use at least 3 adverbs and
at least three adjectives correctly.

http://www.youtube.com/watch?v=0vxOhd4qlnA
(Interstellar)

http://www.youtube.com/watch?v=KYz2wyBy3kc
(Toy Story)

http://www.youtube.com/watch?v=K-X2XzKqBiE
(Ferris Buellers Day Off)

4. Practice
I will then use the next slide to instruct students to swap their paragraphs with a neighbor. Each
student must select one of their partners paragraphs and identify the adverbs and adjectives within it.
They must also draw an arrow from the descriptor to the noun, verb, adjective or adverb it is
descripting.
Lesson Closure:
With a minute left in class, I will instruct students to pass up their mini movie worksheets. I may also use
any spare time to ask the class questions:
What can adjectives and adverbs do for our speech and writing? Why do we need them? What do adverbs
describe? What do adjectives describe?

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Feedback and Evaluation:
I will use the paragraphs to evaluate the students formatively (but I will still enter them in as a grade). I
will use the check for understanding to assess whether we are ready to proceed within the lesson.
Accommodations and Modifications:
Reflection: