Subject/Lesson Title/Group: Estimated Time: 45-60 mins

Language arts/ What’s in the bag? / Adjectives

Standard(s):

1.L.5- With guidance and support from adults, demonstrate understanding of word relationships
and nuances in word meanings.
d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare,
glare, scowl) and adjectives differing in intensity (e.g., large, gigantic, tiny). By defining or choosing
them or by acting out the meaning.

Learning Goal(s): Resources/Materials:

 Students are learning to identify and talk Lap board stand

about adjectives Mini white boards
 Include adjectives in their writing making it Expo markers
interesting to read Brown bags
 Make writing clear and imaginative by Various Objects to describe
using “clear word pictures of nouns” Writing journal
Pencils
Key vocabulary:
 Adjectives
 Describing
Anticipatory Set: (This is where you engage learners in connecting to content in lesson either in
their prior knowledge or personal connections.)

 Ask class if anyone knows what an adjective is

 Engage students on what an adjective is by using adjective chart I have created

Mini-Lesson: (Your instruction and the” I do, we do” part of the modeling…)

 For the mini-lesson I will have various objects separated into brown bags. Each bag will
contain a different “MYSTERY” object.
 I will start by demonstrating the activity. I will begin describing the mystery object to the
class using adjectives. The class will be guessing what I’m describing until it is finally
revealed.
 I will then call up well-behaved students to come to the front and use adjectives to describe
the mystery object in their bags.
 While students are using adjectives to describe the mystery objects, I will be writing down
the adjectives used on mini white boards. (one white board of adjectives per object)
 Once all the mystery items have been described using adjectives, I will separate the items
onto each of their tables.
  I will let students choose which table they want to sit at, depending on which item they
want to write about. I will limit 5 students per table.

Worktime: (Set students to work after the” I do, we do” (modeling) time. Worktime is the “you do”
time.
 Each table will have the corresponding white board of adjectives on the white board stand
to match the object described
 Students will write in their writing journals about the object, and draw a picture to go with
it. (their journals have writing/ drawing paper in them).
 I expect at least 3-4 sentences of writing. (first grade level)

Closure: (Important lesson component. Students should summarize their learning in some way.)

 Students may come up and share what they wrote using adjectives to describe their item.
 Their writing should be correctly using adjectives so that it is clear they understand

Differentiation for Student Needs:

-ELL students (Abdulqadeer) may write the words listen on the white board describing his object if
he is not able to formulate his own sentences. He will also be expected to include a picture

-All other students should be able to write about their objects. They will have the words listed to
help them spell. They are not expected to spell all words correctly; they are expected to spell words
on the word wall correct, white board, and first grade words.

-For higher-level students, more sentences may be added to their writing.

Questions: Formative assessment:

How would you describe……..? I will be formally assessing students previous

knowledge when I ask if they know what
adjectives are