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Molloy College

Division of Education

Ashley McMenamy Darren Raymar


English Language Arts Valerie Sprague
Grade 1 Lesson#1 Topic: Adjectives October 30, 2018
Rockville Centre William S. Covert Elementary School

INSTRUCTIONAL OBJECTIVES (s) ​(Lesson Objective(s)*)


After a class discussion on adjectives with an interactive SMART board presentation created by
the teacher, students will participate and explain their comprehension of the purpose of
adjectives as being used to describe nouns, demonstrate their knowledge of adjectives as
describing words by identifying the adjective in sentences and the noun it describes, and apply
their knowledge of adjectives to illustrate a lollipop picture that reflects the adjective words
chosen by the student.

NYS STANDARDS AND INDICATORS


ELA Standard: New York State Next Generation English Language Arts Learning
Standard
Speaking and Listening Standards
Comprehension and Collaboration
1SL1a
Follow agreed-upon rules for discussion and participate by actively listening, taking turns, and
staying on topic.
Indicator:​ This will be evident when students are participating in the SMART board interactive
whole group discussion and the adjective sorting activity on the SMART board during
the whole group class discussion.

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
Speaking and Listening Standards
Presentation of Knowledge and Ideas
1SL5
Create or utilize existing visual displays to support descriptions to clarify ideas, thoughts, and
feelings.
Indicator:​ This will be evident when students are using the visuals displayed on the SMART
board presentation to help identify adjectives in sentences.

Language Standards
Vocabulary Acquisition and Use
1L5a
Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories
represent.
Indicator:​ This will be evident when students are identifying the describing word(s) that
describe the noun in sentences on the interactive SMART board presentation.

Writing Standards
Text Type and Purpose
1W4
Create a response to a text, author, theme, or personal experience (e.g., art work, experiential
writing.)
Indicator:​ This will be evident when students are writing adjectives to describe their lollipop
illustration.

INSTRUCTIONAL RESOURCES
● SMART Board.
● SMART Board “Adjectives” presentation by Ashley McMenamy.
● SMART Board “Jungle Adjective Sorting Game” by Ashley McMenamy.
● “My lollipop is…” worksheet by ​www.mrswheelerfirst.blogspot.com​.

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
● Lollipop cutout printable by ​www.mrswheelerfirst.blogspot.com​.
● Construction paper or oak tag/cardstock.
● Popsicle sticks.
● Glue.
● Scissors.
● Markers/Crayons/Colored Pencils.
● Whiteboard.
● Dry erase markers.
● Dry erase board.
● “Mystery objects.”
● “Amazing Adjectives!” exit ticket by Ashley McMenamy.
● Paper bags.
● Index cards.
● “Find the Adjectives!” worksheet by Ashley McMenamy.
● “Describe It!” worksheet.
● “What Does It Look Like?” worksheet.

MOTIVATION ​(Engaging the learner(s)*)


Motivation: ​Students will be split into small groups with each group given a “mystery bag”
containing a different unknown “mystery object.” Students will take turns placing one hand into
the bag without peeking, feeling the mystery object inside the bag, and then using describing
words to tell about the object. After each group has come up with an idea about what they
believe the object may be, the teacher will permit students to remove the mystery object from the
bag and reveal what is inside. ​What words can be used to describe how the mystery object feels?

DEVELOPMENTAL PROCEDURES
(including Key Questions)

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
1. After the motivation, teacher will introduce “describing words” as adjectives using a
SMART board presentation. Teacher will call on volunteers to explain any prior
knowledge of nouns and adjectives that they have. ​(Does anyone know what a noun is?)
2. Teacher will explain to students that adjectives are words used to describe nouns. Teacher
will use SMART board presentation to demonstrate the different ways adjectives can be
used to describe nouns including color, size, taste, feeling, sound, and shapes. Teacher
will prompt students to volunteer and share any examples of adjectives that they know
and show examples of adjectives describing nouns in various phrases. ​(What are some
adjectives you have used before?)
3. Teacher will display three different images on the SMART board and instruct students to
talk with a partner to come up with three different adjective words to describe each
image. ​(What words can we use to describe the duck? What words can we use to
describe this cake? What adjectives can we use to describe the sun in this image?)
4. Teacher will review the learned content at the carpet with students to assess whether the
concepts have been grasped or if there needs to be further instruction. ​(What do
adjectives do? What is a noun? Can anyone tell me an example of an adjective?)
5. Teacher will explain to students at the carpet how they will be using the new adjective
words they have just learned to create their own lollipop illustrations. Teacher will
model an example on the board. On the board at the front of the classroom, the students
will construct with the teacher a list of different adjectives that can be used to describe a
lollipop. Teacher will leave the list of lollipop adjectives displayed for students to refer
to during the upcoming adjective activity. ​(What words can we use to describe a
lollipop?)
6. Students will return to their desks and be given a “My lollipop is…” worksheet. Students
will be instructed to brainstorm with a partner to choose six different adjectives to
describe a lollipop. Students will be permitted to choose adjectives from the lollipop
adjective list they constructed as a class to describe their lollipop. Teacher will progress
monitor as students work to make sure they stay on task and offer assistance to students if
needed. ​(What words can be used to describe how lollipops look? What are some

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
adjectives that can be used to describe how a lollipop feels when it is touched? What
adjectives can be used to describe the lollipop illustration that you will design today?)
7. Teacher will distribute a blank lollipop image to each student. Students will use crayons
to design their own lollipop. After students complete their lollipop design they will be
instructed to read quietly on the carpet while classmates finish. ​(Which describing words
from your list of 6 adjectives will you choose to design your lollipop?)
8. After all students have completed their lollipop design, students will sit together on the
carpet where they will participate as a class in an interactive “Jungle Adjective Sorting
Game” on the SMART board. ​(Is this word an adjective? Does this word describe a
person, place, or thing?)
9. Students will return to their desks where they will work independently to complete the
“Amazing Adjectives!” exit ticket. Students will submit the completed exit ticket.

INSTRUCTIONAL STRATEGIES ​(Learning Strategies*)

Direct Instruction
Indicator:​ This will be evident when the teacher is educating how adjectives are used as words
that describe nouns.
Discussion
Indicator:​ This will be evident when students are practicing identifying adjectives and nouns in
sentences displayed on the SMART board.
Demonstration
Indicator:​ This will be evident when the teacher displays an example of completed lollipop
adjective sheet and lollipop design on the dry erase board at the front of the classroom.
Cooperative Learning
Indicator:​ This will be evident during the Motivation when the students are working in groups
to play the Mystery Object game.

ADAPTATIONS ​(Exceptionality*)

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
The student who has difficulty working in groups will be allowed to work independently or with
one other person if they choose. The teacher will give them the same group activities.

Teacher will monitor the student who has trouble focusing and following directions and make
sure the student is following along and properly choosing adjectives to describe a lollipop.

The student who impulsively calls out in class will be monitored and reminded that the student
needs to focus on the activity.

The student with Attention Deficit Disorder (ADD) will be seated in the front-center of the room
to be placed away from outdoor distractions such as the window or hallway.

The struggling readers and/or spellers will be placed in a small group to have the adjectives
spelled aloud as they write.

DIFFERENTIATION OF INSTRUCTION

Visual Learners​ will benefit from the images and modeling of the example phrases on the
SMART board presentation.

Kinesthetic Learners​ will benefit from the “Mystery Object” game used in the motivation.

Struggling Students
Students will be given an index card with their six chosen adjectives written on it to keep in front
of them at their desk while they write on their “My lollipop is…” worksheet.

Average Students

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
Teacher will keep the lollipop adjective list that was constructed by the class displayed on the
board for reference to help students choose their six adjectives.

Advanced Students
Students will write their chosen adjectives on the “My lollipop is…” worksheet without help
from the teacher. Students will be encouraged to write their own sentence that incorporates one
of the adjectives taught in class.

ASSESSMENT​ ​(artifacts* and assessment [formal & informal]*)


Teacher will progress monitor students during the whole group and small group discussion, and
students will locate and circle 9 of the 11 adjectives correctly on the “Amazing Adjectives!” exit
ticket. ​(Formative)

INDEPENDENT PRACTICE
Following the “Amazing Adjectives!” exit ticket; students will independently complete the “Find
the Adjectives!” worksheet at home for homework. Students must answer 3 out of the 4
questions correctly.
FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND
ACADEMIC ENRICHMENT
Direct Teacher Intervention
Students, under direct intervention with the teacher, will complete the “Describe It!” worksheet.
Teacher will read aloud each noun on the left side of the worksheet and demonstrate how to
determine which adjective from the right side of the worksheet correctly describes the noun on a
small white board.

Academic Enrichment

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
Students will be given the “What Does It Look Like?” worksheet and will answer 5 out of the 7
questions correctly. Students must refer to the word bank to choose which adjective will
correctly complete each sentence and write it on the line.

REFERENCES
Education.com. (2014). Describe It | Worksheet. Retrieved October 16, 2018, from

https://www.education.com/worksheet/article/describe-it/

Education.com. (2014). What Does It Look Like? | Worksheet. Retrieved October 16, 2018, from

https://www.education.com/worksheet/article/what-does-itlooklike/?source=related_materials&o
rder=6

Wheeler, Mrs. “Adjectives.” ​Mrs. Wheeler's First Grade Tidbits,​ Mrs. Wheeler's First, 14 Feb.
2014, Retrieved October 16, 2018, from
http://www.mrswheelerfirst.blogspot.com/2014/02/adjectives.html​.

New York State Education Department. (2017). New York State Next Generation Language Arts

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
Learning Standards. Retrieved October 16, 2018, from
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf

© Molloy College, Division of Education, Rockville Centre, NY 11571


Revised 10/25/16
*edTPA academic language
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language