Description Party on Adjective Lane

Tiffany Tupps

April 9, 2012

ELED 3151: Teaching of Language Arts and Writing Candidate’s Name: Tiffany Tupps UNIT PLAN Grade Level: 4 th grade Semester: Spring ORGANIZER Year: 2012

Unit Title: Description Party on Adjective Lane Statement of Unit Goal: Adjectives are introduced in this unit as a part of speech which describes or tells about a noun. The lessons will give students amply opportunities to use adjectives in writing activities, hear adjectives used in other forms of writing (such as a poem), and use art and math to work with adjectives.

Common Core Language Arts Standard/s: L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

TN Language Arts Standard/s: o GLE 0401.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. o GLE 0401.3.1 Write for a variety of purposes and to a variety of audiences. o GLE 0401.3.2 Write in a variety of modes and genres (e.g., narration, description, personal expression, imaginative writing, response to literature, response to subject matter content).

Assessment tools: o Lesson one contains one checklist for three different assessments. o Lesson two contains one checklist for three different assessments. o Lesson three contains one checklist for three different assessments and one rubric for one assessment. Vocabulary to be taught: o Adjective – a describing word used to describe a noun. o Noun – a person, place, thing, or idea. o Several different adjectives used in each lesson. Child-related Web sites: Teacher-related Web sites: o All about Adjectives: http://www.ngfl- o Adjective Song with lyrics found at: cymru.org.uk/vtc/ngfl/english/caerphilly/ http://havefunteaching.com/songs/gram adjectives/ great site for students to learn mar- about adjectives while also getting to songs/adjective-song/ play a game. o Awesome Adjectives List: o Grammar Blast game: http://www.supereasystorytelling.com/d http://www.eduplace.com/cgi-bin/hme- ocs/ quiz-directions.cgi? SuperEasyStorytellingAdjectives.pdf Grade=4&Unit=4&Topic=Adjectives o Identify It Activity: o Five Senses Chart: http://www.brainpop.com/educators/ http://www.brainpop.com/educators/acti activitypage/?activity=14696 vitypage/?activity=14696 o Teacher Tube School House Rock o Pick It: Adjectives game Adjectives video: http://www.ezschool.com/Games/Adjecti http://teachertube.com/viewVideo.php? ves.html video_id=159857 o Verb, Noun, Adjective game: http://www.funenglishgames.com/gram margames/ verbnounadjective.html

Trade books: Lesson plan references: o Hairy, Scary, Ordinary: What Is an Adjective o http://readwritethink.org/classroom- by Brian P. Cleary resources/lesson-plans/delicious-tasty- o Quirky, Jerky, Extra Perky: More about yummy-enriching-868.html Adjectives by Brian P. Cleary o http://www.educationworld.com/a_tsl/ Adjective Song Lyrics:

Adjective Song

An Adjective, describes a person, place, or thing. It tells about a Noun. It’s the part of speech That modifies a Noun to make it unique.

An Adjective is used before or after a Noun To give us more information. They describe what we can See, hear, taste, touch, and smell

Adjectives use all five senses Adjectives describe Nouns we put in sentences.

Music is found at: http://havefunteaching.com/songs/grammar-songs/adjective- song/ Semantic Map In Lesson Three – We’re in a Pickle; students will test and gather information to determine which pickle is liked the most and the least by the entire class. With this data, the students will create a bar graph to display the relationship between the different types of pickles.

Unit Plan: Description Party Art on Adjective Lane

In Lesson Two – Adjective Postcards, students will create artwork in the form of pictures of their favorite vacation destination or choose a place they would like to visit to draw about. This picture will help the students create a descriptive Technology paragraph regarding their vacation destination which will include a vast amount of adjectives.

In Lesson Two – Adjective Postcards, students will be given the opportunity to use technology in the form of computers with internet access to look up places they would like to visit to gather information and view visual descriptions to help them in creating their postcards. The information gathered from the internet will assist students in the writing of their description paragraph containing a vast amount of adjectives. Adjective Bingo

*this bingo sheet can be modified to include the vocabulary being used with a particular lesson or unit*

Free Space Date of Lesson: April 9, 2012 Major Content: Language Arts Unit Title: Description Party on Adjective Lane Subject: Grammar Grade Level: 4th Number of Students: 20

Lesson Plan One – What is an Adjective?

Lesson Goal: Adjectives are introduced as a part of speech which describes or tells about a noun. The lesson is hands-on, visual and includes a game that will ensure the concept is fully understood by all students.

Objectives: 1. Students will identify the parts of speech used in a sentence. 2. Students will choose adjectives to describe selected nouns with little or no prompting in a hands-on activity at the board. 3. Students will name adjectives on their own which describe a picture during a guessing game with little or no prompting. 4. Students will name three adjectives which describe an object given to them with little or no prompting.

Standards: I. Common Core Standards for Language Arts: I. L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. i. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

II. Tennessee Language Arts Standards: I. GLE 0401.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. II. Checks for Understanding: i. 0401.1.1 Know and use appropriately the meaning, forms, and functions of nouns (including singular and plural, common and proper, singular and plural possessives), verbs (including action and linking, regular and irregular forms, correct tenses, agreement in person and number with both simple and compound subjects), adjectives (including proper comparison forms, articles), pronouns (including subject, object, and possessive; singular and plural; agreement with antecedents), and adverbs (i.e., proper comparison forms, negatives). ii. 0401.1.3 Capitalize correctly sentence beginnings, proper nouns and adjectives, titles, abbreviations, quotations, and parts of friendly and business letters. III. SPI 0401.1.3 Identify the correct use of adjectives (i.e., comparison forms and articles) and adverbs (i.e., comparison forms and negatives) within context.

Required Prior Knowledge/Skills: Students should possess knowledge of the concept of what a sentence is and the different part of speech used in a sentence, such as a noun and verb.

Connection to Real Life: This lesson will help students to describe every aspect of their life. Adjectives are all around and help people to explain how they feel, what they like, dislike, etc. With this lesson, students will learn the importance of adjectives and how they are used in sentences, which will in turn better their fluency, vocabulary, and comprehension.

Bloom’s Taxonomy: o Level I Knowledge – Students will use previously learned material to recall the structure of a sentence to determine the correct placing of adjectives. o Level II Comprehension – Students will understand the use and purpose of adjectives in sentences. o Level III Application – Students will apply learned concept in their daily writing, illustrating their understanding of adjectives. o Level IV Analysis – Students will examine the relationship between adjectives and nouns in sentences. Students will also be able to classify and organize words as adjectives. o Level V Synthesis – Students will predict or determine what an item or object is by reading or hearing adjectives or sentences that contain adjectives. o Level VI Evaluation – Students will interpret the meaning of sentences and/or passages by using their knowledge of adjectives.

Multiple Intelligences: o Linguistic intelligence – Students will learn and understand new vocabulary words, and be given several opportunities to use these new vocabulary words (adjectives). Students will identify words as adjectives and construct sentences using adjectives o Spatial intelligence – Students will use adjectives to describe pictures of different objects such as animals, food, or toys. o Bodily-Kinesthetic intelligence – Students will participate in a hands-on activity involving noun word cards and adjective word cards being matched together at the whiteboard. o Interpersonal intelligence – Students will interact with other students during the game portion of the lesson. Students will be paired-up; one student will describe a picture card to the other student using adjectives while the second student tries to determine what the picture is on their card. o Intrapersonal intelligence – Students will gain an understanding of adjectives and will be able to determine which adjective fits each noun correctly in the board activity. Students will also be able to use adjectives in their own writing and point out adjectives during reading. Students will be able to further their knowledge base by using previously learned skills and make observations in sentences, written passages, etc. o Musical intelligence – Students will be able to use adjectives to describe their favorite music due to the knowledge gained from this lesson. o Naturalist intelligence – Students will be able to use adjectives to describe the world around them; in nature, home, school, etc.

Differentiated Instruction: o For those students that are more advanced, I will pair together and give them harder picture cards which will ensure they are able to think more about what adjectives to use in describing the object. o For those students that seem to have difficulty understanding the lesson I will ask them to describe an object in the classroom. I will explain to them that they have just used adjectives to describe the object to me. I will give them extra help if needed on any activities they are still having difficulties with.

Materials: o A simple sentence containing at least one adjective on a bright colored sentence strip. o Tape or magnets. o Adjective cards. o Noun cards. o Pictures of nouns (i.e. animals, food, or toy) o Prizes (stickers, pencils, erasers, books) o Chart or Post-it paper o Markers o White board or chalkboard

Time: The lesson will begin with a brief overview of the lesson and concepts to be covered (5 minutes). I will activate student’s prior knowledge on the concept of sentence structure, including nouns and verbs by reading the sentence strip aloud to students and asking the students to identify the noun and verb in the sentence (5 minutes). I will say the words “Excellent, Yellow, Fuzzy” and ask students what these words are. I will explain what an adjective is and ask students to help me characterize adjectives by creating a chart or list of adjectives (10 minutes). I am allotting 10 minutes for the noun word card and adjective word card matching on the board and another 10 minutes for students to play the What am I? Adjective Game. I am estimating 40 minutes to teach the lesson with the closure adding another 15 minutes for a total of 55 minutes.

Set: Attention Getter: The teacher will pass out an adjective card to each student describing something in the room. The teacher will ask the students to raise their hand and identify what the item or object is. Teacher will ask the students if they know what type of word is on their cards. Teacher will say that the words are adjectives and explain to students that adjectives are used daily in all aspects of life. PROCEDURES:

REMEMBER  Write down questions to plan to ask your students before the lesson.  How will the teacher check for understanding? – You may want to do some quick assessments. For example, put your hand on your head when you hear me read the ending of the story.  Always have a student or two repeat your directions. This is a good way to check for understanding.

1. Teacher will give a brief overview of lesson and concepts to be covered. Teacher should state standards at this point and tell students what they will be

learning. 2. Teacher will activate student’s prior knowledge of sentence structure by saying the sentence from the sentence strip aloud and asking students to identify the noun and verb in the sentence. 3. Teacher will assess prior knowledge of adjectives by saying the following words: “Excellent, Yellow, and Fuzzy”. Teacher will explain that these are adjectives, describing words. Teacher will create a chart or list of adjectives with the students help by characterizing what an adjective is and giving examples of adjectives.

First Step of the Tennessee Instructional Model

4. Teacher will place noun cards on one side of the board and adjective cards on the other side, with a line drawn to separate. Teacher will demonstrate which noun card goes with the adjective card correctly. For example: Noun card has the word pig on it and the Adjective card has the word dirty on it. Teacher will then form a sentence using both the noun card word and the adjective card word, highlighting the adjective word comes before the noun word. In example: The dirty pig needed a bath.

Second Step of the Tennessee Instructional Model

5. Teacher will ask students to come up to the board one by one to select and pair the correct noun and adjective words together. 6. If the students are able, teacher can ask them to create a sentence with the two words as the teacher did in step 3, this all depends on the students’ level of understanding.

Third Step of the Tennessee Instructional Model 7. Once every student has had a turn at the board matching, we will begin the What am I? Adjective Game. *Teacher will first model for students* Students will be paired together in twos, one student will have a picture card that they will hold on their head (without looking at the picture), while the second student uses adjectives to describe the picture to the first student. The first student tries to determine what the picture is by asking questions and painting a visual picture based on the adjectives used by the second student. For example: If the picture card was a bear, students may create sentences such as: o It is a brown animal. o It has sharp claws. o It takes long naps in the winter. o It grows into a big animal. The underlined words are the adjectives in the sentences.

CLOSURE: At this time, students will put the picture cards back in their envelope and return to the basket the teacher has set out then return to their seats. Teacher will review the objectives and standards for the lesson. Teacher will ask students the parts of speech used in a sentence, ask what adjectives role is regarding nouns, ask what were some of the adjectives the students used during the What am I? Adjective Game. The teacher will go around the class and ask students to name one adjective, which the teacher will put on the Adjective Chart that will be posted in the classroom. Students will be given a prize from the teachers treasure box for their hard work and excellent behavior. As students choose a prize, they must use three adjectives to describe their prize, for example if a student chooses a pencil they may say, “green, thick, hard.” Teacher will ask students other ways to use adjectives in their daily lives. Can adjectives be used to describe the weather outside, places they see on their way to school, the clothes they wear that day, etc.

ASSESSMENT:

Objective 1: Students will identify the parts of speech used in a sentence. Matching Assessment: Teacher will use an informal assessment of students during this discussion time and will determine if any students need further help in addressing this concept by taking notes.

Objective 2: Students will choose adjectives to describe selected nouns with little or no prompting in a hands-on activity at the board. Matching Assessment: Teacher will use a checklist to indicate those students that are able to select the correct noun and adjective matches. Teacher will readdress this checklist at the end of the lesson with students that were unable to select correct matches.

Objective 3: Students will name adjectives on their own which describe a picture during a guessing game with little or no prompting. Matching Assessment: Teacher will use a checklist to determine which students are using adjectives correctly to describe the picture cards.

Objective 4: Students will name three adjectives which describe an object given to them with little or no prompting. Matching Assessment: Teacher will use a checklist to determine which students use adjectives correctly to describe their prize. If students are able to name at least three adjectives to describe their prize then they have mastered the objectives of this introductory lesson on adjectives.

*Assessment checklist is included on the next page. Teacher should be able to print this checklist and fill in the student’s names or can type the names into the document and print the checklist. Checklist can be adjusted or modified for other lessons and activities. Checklist used for Assessments Students Name Successfully match Describe picture card Describe prize using 3 Noun and Adjective using Adjectives Adjectives

Supplemental Activities: o Students will use the adjective and noun word cards in the Writing Center to help in writing activities. o Students will play the Adjective Game in the Writing Center to further improve their writing skills regarding adjectives in sentences.

End of Lesson One Date of Lesson: April 9, 2012 Major Content: Language Arts Unit Title: Description Part on Adjective Lane Subject: Grammar Grade Level: 4th Number of Students: 20

Lesson Plan Two – Adjective Postcards

Lesson Goal: Adjectives are the focus of this lesson along with some art concepts. This lesson is hands-on and visual; students will be deciding on a place to write and draw about giving excellent descriptions by using adjectives.

Objectives: 1. Students will practice their writing skills, exercise creativity, and use adjectives to describe a place they want to visit. 2. Students will use at least 10 adjectives in their paragraph describing their postcard picture. 3. Students will be given the opportunity to use technology and enhance their research skills in looking up information regarding places they would like to visit.

Standards: III. Common Core Standards for Language Arts: I. L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. i. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

IV. Tennessee Language Arts Standards: I. GLE 0401.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. i. Checks for Understanding: 1. 0401.1.1 Know and use appropriately the meaning, forms, and functions of nouns (including singular and plural, common and proper, singular and plural possessives), verbs (including action and linking, regular and irregular forms, correct tenses, agreement in person and number with both simple and compound subjects), adjectives (including proper comparison forms, articles), pronouns (including subject, object, and possessive; singular and plural; agreement with antecedents), and adverbs (i.e., proper comparison forms, negatives). 2. 0401.1.3 Capitalize correctly sentence beginnings, proper nouns and adjectives, titles, abbreviations, quotations, and parts of friendly and business letters. ii. SPI 0401.1.3 Identify the correct use of adjectives (i.e., comparison forms and articles) and adverbs (i.e., comparison forms and negatives) within context. II. GLE 0401.3.1 Write for a variety of purposes and to a variety of audiences. i. Checks for Understanding: 1. 0401.3.1 Determine an audience and a purpose for writing. 2. 0401.3.2 Write for a variety of purposes: to entertain, persuade, inform, demonstrate knowledge, answer questions, respond to literature, acquire knowledge (e.g., take notes, synthesize information). ii. SPI 0401.3.1 Identify the purpose for writing (i.e., to entertain, to inform, to share experiences). III. GLE 0401.3.2 Write in a variety of modes and genres (e.g., narration, description, personal expression, imaginative writing, response to literature, response to subject matter content). i. Checks for Understanding: 1. 0401.3.7 Write creative, imaginative, and original responses to literature (e.g., poems, raps, stories). ii. SPI 0401.3.2 Identify the audience for which a text is written.

V. Tennessee Art Standards: I. GLE 3.1 Select and demonstrate subject matter, symbols, and ideas in one’s art. II. GLE 3.2 Analyze and evaluate subject matter, symbols, and ideas in one’s art. III. GLE 3.3 Explain subject matter, symbols, and ideas in art. i. Checks for Understanding: 1. 3.1 Choose subject matter, symbols and/or ideas with teacher guidance. Execute pre-selected subject matter, symbols, and ideas in one’s own artwork. 2. Reflect (written and/or verbal) on the subject matter, symbols, and ideas in one’s own artwork. ii. SPI’s: 1. 3.1.1 Implement subject matter, symbols, and ideas in one’s own artwork as modeled by the teacher. 2. 3.1.2 Integrate subject matter, symbols, and ideas in one’s own artwork as modeled by the teacher. 3. 3.1.3 Produce subject matter, symbols, and ideas in one’s own artwork as modeled by the teacher. 4. 3.2.2 Reflect on subject matter, symbols, and ideas in one’s own artwork as modeled by the teacher.

VI. Tennessee Computer Technology Standards: I. Learning Expectation 2.2 Students will practice responsible use of technology systems, information, and software. i. Accomplishment 4.2.2c Follow Acceptable Use Guidelines as set by local school district. II. Learning Expectation 3.1 Students will use technology tools to enhance learning, increase productivity, and promote creativity. i. Accomplishment 4.3.1b Use the computer and technology resources as a learning tool. III. Learning Expectation 5.1 Students will use technology to locate, evaluate, and collect information from a variety of sources. i. Accomplishment 4.5.1b Perform simple searches to acquire information.

Required Prior Knowledge/Skills: Students should have a brief understanding of adjectives and should be able to use adjectives in sentences to describe a place.

Connection to Real Life: This lesson will help students to describe every aspect of their life. Adjectives are all around and help people to explain how they feel, what they like, dislike, etc. With this lesson, students will learn the importance of adjectives and how they are used to describe a place the student would like to visit.

Bloom’s Taxonomy: o Level I Knowledge – Students will use previously learned material to recall a place they would like to visit in order to draw a picture and write a descriptive paragraph about the place. o Level II Comprehension – Students will understand the use and purpose of adjectives to describe the place they are drawing for the postcard. o Level III Application – Students will apply the learned concepts on adjectives in their writing on the postcard. o Level IV Analysis – Students will examine the relationship between the picture on the postcard and the paragraph containing adjectives describing the picture. o Level V Synthesis – Students will determine a general idea of the place that other students have written about on their postcards by reading their descriptive paragraph. o Level VI Evaluation – Students will interpret the meaning and expression in the passages on the postcards by using their knowledge of adjectives.

Multiple Intelligences: o Linguistic intelligence – Students will learn and understand new vocabulary words, and be given the opportunities to use these new vocabulary words (adjectives) in a passage on a postcard describing a place the student would like to visit. Students will identify words as adjectives and construct sentences using adjectives. o Spatial intelligence – Students will use adjectives in a passage to describe the picture they drew of the place they would like to visit. o Intrapersonal intelligence – Students will gain an understanding of adjectives and be able to determine what adjectives to use to precisely describe their picture. o Musical intelligence – Students will be able to use adjectives to describe their favorite music due to the knowledge gained from this lesson. o Naturalist intelligence – Students will be able to use adjectives to describe the world around them; in nature, home, school, etc.

Differentiated Instruction: o For those students that are more advanced, I will let them choose a place they have never visited before but want to visit. I will give them time to research this place in order to fully be able to draw an adequate picture and give a detailed description using adjectives. o For those students that seem to have difficulty understanding the lesson I will ask them to describe a place they went on vacation to, or a place they recently visited (this could be the mall, a library or a family member’s house). I will explain to them that they have just used adjectives to describe the place to me. I will then instruct them to write down exactly what they told me and to draw a picture of the place the best they can. I will give them extra help if needed on any activities they are still having difficulties with.

Materials: o Crayons, markers, or colored pencils o Blank white index cards (6x9) o Computers with access to the internet o Overhead projector (optional) o Chart or Post-it paper o Whiteboard

Time: The lesson will begin with a brief overview of the lesson and concepts to be covered (5 minutes). I will activate student’s prior knowledge by showing several postcards from around the United States and from other countries around the world. I will read descriptions of the places pictured on the postcards asking students to point out the adjectives used in the descriptions (8 minutes). I will ask students to help me characterize and name adjectives they know or heard used on the postcards by creating a chart or list of adjectives (8 minutes). I am allotting 5 minutes for my demonstrating of the activity portion of the lesson (creating postcard with a descriptive paragraph). I am allotting 15 minutes for students to brainstorm, create an adjective list and use the computers to research their vacation destination. An additional 15 minutes will be allotted for students to create their postcard picture and describing paragraph. I am estimating 56 minutes to teach the lesson with the closure adding another 10 minutes for a total of 66 minutes.

Set: Attention Getter: The teacher will begin by asking the following question: “Who could use a vacation?” Teacher will instruct students to now think of a place that they would like to visit again or visit for the first time. Teacher will detail to students to think about what the place looks like and what features or characteristics makes this place special. Teacher will tell students that they are going on a vacation and creating a postcard by using adjectives and their creative mind.

PROCEDURES:

1. Teacher will activate student’s prior knowledge by showing several postcards from around the United States and from other countries around the world. Teacher will read the descriptions of the places pictured on the postcards. The teacher will ask students to point out the adjectives used in the descriptions. At this time also, the teacher should state standards and tell students what they will be learning. 2. Teacher will assess prior knowledge of adjectives by asking students why these words were used to describe these pictures and why adjectives are such an important aspect of sentence structure. Teacher will have students name adjectives they heard from the postcards and teacher will make a list of these adjectives on the board.

3. Teacher will describe their favorite place to go on vacation to the students. The teacher will use at least 10 adjectives when describing their vacation place. The teacher will display their postcard of their vacation place and their describing paragraph for all students to see. The teacher will point out certain sentences containing adjectives and how these sentences describe particular aspects of the postcard picture. *Teacher can have several postcards for examples.*

4. Teacher will ask students to brainstorm places they have gone on vacation or would like to go on vacation. Students should make an outline of what they would like to include regarding this place in their picture and paragraph. 5. Teacher will ask students to make a list of adjectives that they could use to describe their vacation place. Teacher should help students with this step if necessary. Students will be required to use at least 10 adjectives in their paragraph so the list should contain at least 10 adjectives if not more. 6. At this point, students are also able to research their vacation place or the place they would like to visit using the internet in class. Teacher should provide a list of websites that students can visit to learn more about places they have vacationed at or would like to.

Third Step of the Tennessee Instructional Model

7. Students should now be working independently on their pictures for their postcards and their paragraphs. From the list of adjectives, students should create a describing paragraph using at least 10 adjectives that details aspects of their picture. Once finished, students should have a postcard with a describing paragraph and picture of their favorite vacation place or a place they would like to visit.

CLOSURE: After all students have completed their postcards they will share their postcards with the class by showing the picture and reading their paragraph. Students will be asked to pay close attention to each student’s postcard and describing paragraph as they will be asked to name adjectives that they heard being used in the descriptions. As a whole, the class will share some of their favorite adjectives used and the teacher will add these to the list of adjectives created at the beginning of the lesson. After all students have shared, the teacher will review the objectives and standards for the lesson. Teacher will ask students how the drawing process helped them in the writing process and how the writing process helped them in the drawing process. Teacher will ask which of these activities students found more helpful in developing their postcard. Teacher will ask students what new adjectives they learned and how they can use these adjectives in future writings. Teacher will ask if using the internet was helpful or did students find it more challenging.

ASSESSMENT:

Objective 1: Students will practice their writing skills, exercise creativity, and use adjectives to describe a place they want to visit. Matching Assessment: Teacher will use an informal assessment of student’s postcards and their paragraphs. Teacher will check off students that are actively participating in the lesson activity.

Objective 2: Students will use at least 10 adjectives in their paragraph describing their postcard picture. Matching Assessment: Teacher will use a checklist to determine which students have completed to lesson activity correctly. Students will receive one check if they have included at least 10 adjectives in their paragraph and a second check if they have drawn a picture (to the best of their ability) to match their description paragraph.

Objective 3: Students will be given the opportunity to use technology and enhance their research skills in looking up information regarding places they would like to visit. Matching Assessment: Teacher will use a checklist to determine which students spent their time wisely on the computer and gained knowledge from their research.

*Assessment checklist is included on the next page. Teacher should be able to print this checklist and fill in the student’s names or can type the names into the document and print the checklist. Checklist can be adjusted or modified for other lessons and activities. Checklist used for Assessments Students Name Actively Student included at Spent time wisely on participates in the least 10 adjectives in computer and gained lesson activity descriptive knowledge from paragraph research Supplemental Activities:

o Students will use the adjective list created during the lesson at the Writing Center or at their desks to assist them in future writing activities.

End of Lesson Two Date of Lesson: April 9, 2012 Major Content: Language Arts Unit Title: Description Party on Adjective Lane Subject: Grammar Grade Level: 4th Number of Students: 20

Lesson Plan Three – We’re in a Pickle Lesson Goal: Adjectives are the focus of this hands-on lesson in which the students will work with their senses to describe different types of pickles, write descriptive paragraphs, and create a bar graph interpreting the results from the lesson.

Objectives: 1. Students will identify words that describe different types of pickles and recognize those words as adjectives. 2. Students will apply their understanding of adjectives by writing a descriptive paragraph using action verbs and several adjectives. 3. Students will collect data to determine which pickle students like the best and which pickle students like the least, and then create a bar graph to illustrate this data.

Supporting Standards VII. Common Core Standards for Language Arts: I. L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 1.Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

VIII. Tennessee Language Arts Standards: I. GLE 0401.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling. II. Checks for Understanding: 1. 0401.1.1 Know and use appropriately the meaning, forms, and functions of nouns (including singular and plural, common and proper, singular and plural possessives), verbs (including action and linking, regular and irregular forms, correct tenses, agreement in person and number with both simple and compound subjects), adjectives (including proper comparison forms, articles), pronouns (including subject, object, and possessive; singular and plural; agreement with antecedents), and adverbs (i.e., proper comparison forms, negatives). 2. 0401.1.3 Capitalize correctly sentence beginnings, proper nouns and adjectives, titles, abbreviations, quotations, and parts of friendly and business letters. III. SPI 0401.1.3 Identify the correct use of adjectives (i.e., comparison forms and articles) and adverbs (i.e., comparison forms and negatives) within context.

IX. Tennessee Mathematics Standards: I. GLE 0406.5.1 Collect, record, arrange, present, and interpret data using tables and various representations. II. Checks for Understanding 0406.5.1 Create and label appropriate scales for graphs. III. SPI 0406.5.1 Depict data using various representations (e.g., tables, pictographs, line graphs, bar graphs).

Required Prior Knowledge/Skills: Students should be able to create and interpret a bar graph. Students should have been introduced to action verbs and understand how to use them correctly in a sentence. Students should have experience writing descriptive paragraphs.

Connection to Real Life: This lesson will help students to describe every aspect of their life. Adjectives are all around and help people to explain how they feel, what they like, dislike, etc. With this lesson, students will learn the importance of adjectives and how they are used to describe foods (in this lesson, different types of pickles) using their senses.

Bloom’s Taxonomy: o Level I Knowledge – Students will use previously learned material to recall the structure of a sentence to determine the correct placing of adjectives and action verbs. o Level II Comprehension – Students will understand the use and purpose of adjectives in sentences. o Level III Application – Students will apply learned concept in their paragraph writings, demonstrating their understanding of adjectives. o Level IV Analysis – Students will examine the relationship between the different types of pickles and their written paragraphs containing adjectives describing the pickles. o Level V Synthesis – Students will determine which type of pickle is favored by the class by creating a bar graph. o Level VI Evaluation – Students will interpret the favored pickle by reading or hearing other student’s paragraphs by using their knowledge of adjectives.

Multiple Intelligences: o Linguistic intelligence – Students will learn and understand new vocabulary words, and be given the opportunities to use these new vocabulary words (adjectives) in a descriptive paragraph regarding the different types of pickles they try during the lesson. Students will identify words as adjectives and construct sentences using adjectives. o Logical-mathematical intelligence – Students will create a bar graph detailing which pickle students in the class like the best. This bar graph will not only show students which pickle is favored, but also show a compare and contrast between the different types of pickles. o Bodily-Kinesthetic intelligence – Students will participate in a hands-on activity using their senses involving the different types of pickles. o Musical intelligence – Students will be able to use adjectives to describe their favorite music due to the knowledge gained from this lesson. o Interpersonal intelligence – Students will compare and contrast which pickle is favored by the class as a whole by creating a bar graph. o Intrapersonal intelligence – Students will gain an understanding of adjectives and will determine adjectives that describe the different characteristics of the different types of pickles. Students will also us adjectives in their own writing describing the different types of pickles and detailing their favorite pickle. o Naturalist intelligence – Students will be able to use adjectives to describe the world around them; in nature, home, school, etc.

Differentiated Instruction: o For those students that are more advanced, I will have them write more than one paragraph describing their favorite pickle. I will have them write about the entire experience, and the differences and similarities between the different types of pickles. I will expect these students to use a vast amount of adjectives. These students could also use a Thesaurus to look up synonyms of adjectives already known or used. o For those students that seem to have difficulty understanding the lesson I will ask them to first create a chart with each pickle type at the top. Then students will use their senses with each pickle and list an adjective for each sense with each pickle. This will ensure that these students not only experience the activity like all the other students, but will also gain an understanding of adjectives.

Materials: o Enough pickles for each student to have one of each variety which can include: dill pickles, sweet gherkins, hamburger dill pickles, bread and butter pickles, kosher dill pickles, sour pickles, sweet pickles, etc. o Paper plates (enough for each student) o Napkins o Colored pencils (optional) o Chart or Post-it paper o Markers o Tape (optional) o Poem Grammar in a Nutshell

Time: The lesson will begin with a brief overview of the lesson and concepts to be covered (5 minutes). I will activate student’s prior knowledge on the concept of adjectives by student’s different pictures and saying different adjectives to describe them. I will also read the poem Grammar in a Nutshell to teach students that adjectives describe nouns (8 minutes). I will explain what adjectives are and ask students to help me create a chart or list of adjectives that can be used to describe food (10 minutes). I am allotting 4 minutes for my demonstration of the pickle and five senses adjective list portion of the lesson and 15 minutes for students to complete this portion. 5 minutes will be used for students to tell me their favorite pickle and 2 additional minutes for clean up at this time. I will give students 8 minutes to complete their description paragraph and an additional 8 minutes to complete their bar graph. I am estimating 65 minutes to teach the lesson with the closure adding another 10 minutes for a total of 75 minutes.

Set: Attention Getter: Teacher will show the class several pictures of different types of food (fruits, vegetables, entrees, etc.) and ask students what words they could use to describe these different foods. The teacher will ask the students if they know what type of word they are using to describe these foods. Teacher will explain that these words are describing words called adjectives. Teacher will give an explanation of adjectives, telling students that adjectives are used daily in all aspects of life.

PROCEDURES:

1. Teacher will give a brief overview of lesson and concepts to be covered by introducing the poem Grammar in a Nutshell (attached). Teacher will emphasize the portion of the poem pertaining adjectives: “Adjectives tell the kind of noun as great, small, pretty, white, or brown. Adjectives describe a noun.” At this point, the teacher should state the standards and tell students what they will be learning. 2. Teacher will assess student’s prior knowledge of adjectives by showing students three different pictures (for example: a lemon, watermelon, and banana) and saying three different adjectives to describe one of these pictures (for example: yellow, sour, and tart). If students can correctly answer lemon, than they have an understanding of adjectives. 3. Teacher will create a chart or list of adjectives that can be used to describe food with the students’ help.

4. Teacher will begin by giving each student a paper plate, some napkins and one of each type of pickle. The teacher will demonstrate what is expected of the students by showing students how to use each of their five senses to describe each pickle. The teacher will look at one particular pickle, smell this pickle, touch this pickle, taste this pickle and listen for sounds made by the pickle; listing an adjective to accompany each sense she experienced with the pickle.

5. Teacher will ask students to use their five senses to characterize each pickle at their desk. Teacher should prompt students by asking questions such as: Does the pickle make any sound when you bite into it or break it in half?, How does the pickle smell?, What are some of the features on the outside and inside of the pickle that you see?, Does it have a smooth skin or a rough skin?, How does the outside and inside of the pickle feel?, How does the pickle taste?. 6. After students have tested each pickle, they should create a list of adjectives for each pickle regarding each sense. 7. Once all students have finished eating their pickles and adjectives list, they will raise their hand to tell the teacher which pickle was their favorite so the teacher can create a tally chart on the board. *Students should clean up any mess made during the lesson and dispose of any pickles, the paper plates and napkins in the trash.*

Third Step of the Tennessee Instructional Model

8. Using their list of adjectives, the students should work independently to write their descriptive paragraphs detailing which pickle is their favorite and why. Students may also write about which pickle is their least favorite and why, if time allows. 9. On their own, each student should create a bar graph using the tally marks on the board detailing which type of pickle is favored by the class and which pickle is least favored by the class.

CLOSURE: After all students have finished their descriptive paragraphs they will place them in the completed work box for grading. The teacher will have several student volunteers come to the board to complete a bar graph which will show which pickle was favored by the class the most and which was least favored by the class. The teacher will review the objectives and standards for the lesson, and have students complete an exit ticket explaining what they learned. Students will be instructed to use adjectives on the exit ticket. Correct usage of adjectives on the exit ticket will demonstrate the amount of understanding of the lesson for each student.

ASSESSMENT:

Objective 1: Students will identify words that describe different types of pickles and recognize those words as adjectives. Matching Assessment: Teacher will use a checklist to indicate which students understand that adjectives are describing words that describe a noun. The same checklist will be used to determine which students are using adjectives correctly to describe the different types of pickles.

Objective 2: Students will apply their understanding of adjectives by writing a descriptive paragraph using action verbs and several adjectives. Matching Assessment: Teacher will use a formal assessment of students writing by using the attached rubric to grade the descriptive paragraph.

Objective 3: Students will collect data to determine which pickle students like the best and which pickle students like the least, and then create a bar graph to illustrate this data. Matching Assessment: Teacher will use a checklist to determine if the bar graph was finished and completed correctly.

*Assessment checklist and rubric are included on the next two pages. Teacher should be able to print this checklist and fill in the student’s names or can type the names into the document and print the checklist. Checklist and rubric can be adjusted or modified for other lessons and activities. Checklist used for Assessments Students Name Understand Use Adjectives Bar graph was finished Adjectives describe correctly to describe and completed Nouns the different pickles correctly Rubric used for Assessment Category 4 3 2 1 Student uses a Student uses a Student uses a Student uses no vast amount of good amount of few adjectives adjectives to Use of adjectives to adjectives to to detail which detail which Adjectives detail which detail which pickle they like pickle they like pickle they like pickle they like the most and the most and the most and the most and which pickle which pickle which pickle which pickle they like the they like the they like the they like the least least least least Student has Student has Student has a Student has no Use of Five great good description of descriptions of Senses descriptions of descriptions of use of their five use of their five use of their five use of their five senses senses senses senses Student uses all Student uses Student uses Student uses no Use of adjectives most adjectives some adjectives adjectives Adjectives in correctly in correctly in correctly in correctly in Sentences sentences sentences sentences sentences

Poem: Grammar in a Nutshell Three little words you often see Are articles - an, a, and the. A noun is the name of anything As school, or garden, hoop, or swing. Adjectives tell the kind of noun, As great, small, pretty, white, or brown. Instead of nouns the pronouns stand - Her head, his face, your arm, my hand. Verbs tell of something being done - To read, count, laugh, sing, jump, or run. How things are done the adverbs tell, As slowly, quickly, ill, or well. Conjunctions join the words together As men and women, wind or weather. The prepositions stand before A noun, as in or through the door. The interjections show surprise As Oh! How pretty! Ah! How wise! The whole are called the nine parts of speech, Which reading, writing, speaking teach. Anonymous Supplemental Activities: o Students will use the adjective list created during the lesson at the Writing Center or at their desks to assist them in future writing activities.

End of Lesson Three Reflection:

o The Common Core Standard that was used for this unit was L.4.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. With the substandard: Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). o I used this standard in all three of the lessons, as this is the only Common Core standard that addressed adjectives for fourth grade. I did notice that for third grade there is more emphasis on adjectives than in fourth grade. This make me think that as a nation, students should learn about adjectives in third grade and that in fourth grade they learn how to use them more in sentences.

o Strategies: o Alternate Writing – With this strategy, the students will be given the opportunity to create a class story where they will incorporate adjectives into their writing. o Cloze Procedure – With this strategy, the students will determine the correct adjectives to replace the deleted words in a text. o Feature Analysis Grid – This strategy will help students compare and contrast adjectives to determine the correct adjective to use in a sentence or passage. o Graphic Organizers – There are a vast amount of activities and lessons that can aided with graphic organizers. Students can use graphic organizers to create a list of adjectives and then categorize that list. o Journal Writing – This strategy can be used daily and can be monitored by the teacher to determine how well students’ writing is increasing with the use of adjectives. o K-W-L Chart- These can be used before and after story readings, lessons, activities, etc., adjectives can be used with the K-W-L chart to help students understand the topic of the K-W-L chart. o Language Experience Approach – This technique can be used to develop students reading, hearing, speaking and writing skills, which will in turn influence the students fluency, vocabulary, and comprehension. o Literature Circles – This can be used to discuss stories being read by the class or individual students. Questions regarding particular events or characters can be asked and adjectives can be used to help answer. o Question-Generation Strategy – This strategy can be used to help students get in the mind set of thinking about what they are reading and asking questions about the text. Adjectives will be used to answer these questions. o Retelling – With retelling students tell about the characters, setting, problem, main episodes, and resolutions in a text; adjectives will be used to tell about these aspects. o Thematic Experience Approach – This strategy can be used to further student’s knowledge on a particular subject by reading text that contain adjectives and writing with adjectives. o Think-Aloud Approach – This strategy can be used to engage students during a read aloud, to get them asking questions, and use adjectives in answering questions, thinking of questions, and understanding the text. o Vocabulary Self-Collection Strategy – This strategy can be used to further student’s vocabulary by each student selection several adjectives to study and explain why they are important in relation to nouns and sentences. o Webbing – This strategy can be used to develop student’s vocabulary by exploring synonyms and antonyms of particular adjectives. o Word Sorts – This strategy can be used to help students develop an understanding of adjectives as describing words. They will arrange and categorize adjective word cards according a different categories; such as: colors, size, taste, smell, sound, etc. o Word walls – Many sight words that are included on Word Walls can be categorized as adjectives, it is benifical for students to know and understand this. o For all three lessons I used a checklist for assessment and for one lesson I used a rubric. The checklist allows for teachers to observe students during the lesson and assess how well the students are attaining the knowledge covered in the lesson. The rubric I created is used to assess student’s writing and the use of adjectives in their writing. This assessment tool allows teachers to observe how well students grasp the concepts covered in the lesson and how well students integrate the knowledge into their writing.