Caroline Lamberts EIM 551 Lesson Plan

Lesson Plan Title: Identifying Adjectives and the Nouns They Describe

Subject/Course Name: Grammar

Grade/Age Level: 3rd Grade

Level: (Remedial/Special Education On-Level Gifted/Advanced ELLs

Lesson Duration: 45-60 minutes

Lesson Objectives: Students will identify adjectives in sentences and the noun(s) each adjective(s) is/are describing.

Standard(s) Lesson Addresses:

Common Core English Language Arts Standard for Alabama:

o A. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions
in particular sentences. [L.3.1a]
ISTE Standard:
o 2. Design and develop digital age learning experiences and assessments
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze,
evaluate, and use information resources to support research and learning

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

will visit each group to listen to discussions.

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"

Central Part of Lesson/Main Activities:

After the video, the teacher will discuss the video with the students. The teacher will highlight the following

points:

o The 3 questions that adjectives answer

What kind?
 Which one?

How many?

o The noun(s) each adjective(s) is/are describing in the video sentences.

The teacher will then ask students to come to the interactive whiteboard.

The teacher will have the following sentences displayed on the screen:

o The tall tree shook in the wind.

o Ten students ran to the gym.

o The sleepy girl yawned.

o Twelve birds chirped loudly.

o Our fluffy brown dog barked at the car.

o The loud green truck sped down the road.

o The cold weather is refreshing.

o Five rowdy puppies played outside.

o The large purple blanket is warm.

o The red apple was delicious.

o Her graceful ballet students danced beautifully.

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.

o The Quizizz game will include the following types of questions:

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

nouns, verbs, etc.)

Use this information to view/play the Quizizz game

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

identify the correct response.

Closers/Tickets out the Door:

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

adjectives to describe nouns.

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

sentence (capitalization, punctuation, and spelling).

o Adjectives = 1 point

o Correct noun = 1 point

o Mechanics = 1 point

15 total points available

A summative unit test will be given later at the conclusion of the adjective unit.

Materials/Equipment Needed:

Computer/laptop w/ internet access

Interactive whiteboard w/ projector

iPads w/ internet access

Paper and pencils

How lesson plan aligns with TPACK framework:

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,

and formatively assess the content.

Strategies for differentiation for diverse student groups:

Instead of modeling just the first sentence during the interactive whiteboard activity, the teacher can model

more than one to give students more than one example.

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

students who need more guidance.

 For the assessment, for students who need more guidance (or have an IEP or some type of special education

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

chose to use it over Kahoot! in my lesson.