Salem Lesson Plan Format

GRADE/CLASS: First Grade

SUBJECT AREA:

UNIT TOPIC: 100th Day of School Descriptive Writing

Language Arts

DAY: Two 50 min. Sessions

Desired learning outcome(s):

Students will understand what a descriptive words is and be able to formulate
three descriptive clues about the items in their 100th day box, without naming the
items.
Students will use words that are descriptive enough about their items that their
fellow students can identify their 100 items from their clues.
Students will be able to complete answers to questions on a recording sheet, using
complete sentences, regarding their chosen items and then draw their chosen item.
Essential question(s) from learning objective:
What are descriptive words?
When are descriptive words useful?
Common Core objective(s):
ELA-Literacy.SL.1.2
Ask and answer questions about key details in a text read aloud or information presented
orally or through other media.
ELA-Literacy.SL.1.5
Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts, and feelings.
ELA-Literacy.L.5.c
Identify real life connections between words and their use (e.g., note places at home that
are cozy).
Learner prior knowledge/ learner background experiences:
Students will know descriptive type of words, such as size, smell, and color.
Students will know how to count to 100 with the teacher.
Students will know how to write complete sentences.
Materials and resources needed:
Book of Descriptive Words: If You Were an Adjective
Parent Letter
Shoe Box
100 items
Extra 100 items
Completed Clue Recording Sheet
Extra Shoe Boxes for those that may forget

Stickers for Shoe Boxes

Crayons
Markers
Construction Paper
Glue
Scissors
Decorations for Shoe Box
100th Day of School Book: 100th Day Worries
Clues Recording Sheet
Writing Questions Recording Sheet
Bulletin Board
Smart Board

Teaching strategies
Differentiation strategies should be infused throughout. Differentiate for content,
product, and process.
Anticipatory Strategies (background knowledge)
The first part of the lesson will be taught a few days prior to the 100th day of school. The
lesson will begin with the students on a reading area or rug that has been designated in
the classroom.
I will begin by asking the students questions about my appearance and then point out that
the answers they are giving about my appearance is called descriptive words and we are
going to learn more about descriptive words and what they tell. I will read the students a
book about adjectives called, If you were an adjective. I will show them the pictures in
the book and explain how the descriptive words are telling what the object is without
naming the object. The picture book will be especially helpful for those students that are
visual learners and ESL students in the classroom. I will recite back to the students the
descriptive words that they used to describe me and what I am wearing that day. Then, I
will go around the room and have each student use descriptive words to describe
themselves, and their appearance, guiding them if necessary.
After each student has used descriptive words about themselves, I will tell them we are
going to start a project using descriptive words to help us celebrate the 100th day of
school that is approaching in a few days. I will then show the students the already
decorated shoe box and discuss with them different items that could fit inside, especially
if I had 100 of that item.
I will show the students my completed Clue Recording Sheet on the smart board. I will
reveal and read one clue at a time to the students, allowing them to guess the item in
between each clue. After revealing and reading all of the clues and receiving all of the
students guesses I will show the items that are inside my shoebox. I will then review my
clues with the students, showing them how they described the items that I had in my shoe

box. The students will then go back to their desks and decorate their own shoe box that I
had them bring in to the classroom. I will tell them to start thinking about items that will
fit inside the shoebox, if they had 100 of them and how they would describe them. But to
not tell their friends or neighbors because we will play the same guessing game that they
just played with my box, later in the week.
A letter explaining the project and the guessing game, along with the students decorated
shoebox, will go home to the parents or caregivers. The parents letter will also include
the date the shoeboxes are to be returned to the classroom. The student will also take
home a Clue Recording Sheet that is to be filled in with three descriptive clues about the
items in their shoebox.
Developmental Strategies
This part of the lesson will take place on the actual 100th day of school. I will begin by
reading a book about the 100th day of school called, 100th Day Worries. The students and
I will then count to 100, as I write the numbers on the smart board. The students will get
out their decorated shoeboxes with their 100 items in them, making sure to keep the lids
closed so no one sees their items. They will also get out their Clue Recording Sheet that
should have been filled out at home. One by one the students will come to the front of
the classroom with their shoeboxes and Clues Recording Sheet and read their clues,
letting the other students guess what is in their shoebox after all of the clues have been
read. If no one guesses what is in the shoebox I will then help the presenting student
think of more descriptive words for the class. The presenting student will then reveal
what is in their shoebox. After every students has shared their items, will discuss as a
class some of the different descriptive words and what they told about their item. I will
write some of the more popular words on the board and ask how those more popular
words could have been made to be more specific to the item they described.
Concluding Strategies
Each student will be given a blank copy of the Writing Questions Recording Sheet. This
is a sheet with five questions regarding the students item. The questions are open ended
and must be answered in sentence form. The questions will revolve around the physical
makeup of the item. At the bottom of the worksheet is a blank area for the student to
draw their item. After completion, these sheets will go on a bulletin board in the hallway
for the rest of the school to see. I will fill out a sticker with the students name and what
100 items are in their box to put on top of each shoebox. The shoeboxes will go on
display throughout the classroom.
Assessment (utilize a blend of traditional and performance assessments)
Having the students describe my appearance at the beginning of the lesson will let me
know what the students know about descriptions and how to use descriptive words. The
guessing game that the students play with my completed shoebox, will assess their
knowledge and understanding of using descriptive words to draw conclusions about the
item. The clues that they write on their recording sheets will assess their descriptive

writing ability and understanding of descriptive words. The Writing Questions Recording
Sheet will also asses their understanding of descriptions, as well as their ability to write
complete sentences. I will also circulate throughout the class during their decorating of
the shoeboxes and during the completion of the Writing Questions Recording Sheet, to
visually and audibly asses their understanding of the project.
EC accommodations/modifications to strategies or assessments
(refer to IEPs or 504 plans)
The first part of the lesson will be conducted on a rug in a designated area of the room, so
those students that might have ADHD or hyperactivity will be able to be out of their
desks and may even be able to participate in the reading activity by helping the teacher
with the pages of the book. Visual aids will be provided in the form of the shoebox and
the clue worksheet that will be projected on the smart board. Students will be
prearranged in their seating groups with EC students closer to the teacher area or next to
stronger students that might be a positive role model. Students will have guidance during
the decorating of their shoeboxes and will be able to use my completed shoebox as a
guide. I will encourage the parents to help with the shoebox items and provide tips for
counting the 100 items.
When counting to 100, I will count with the students and write the numbers on the smart
board so that they have a visual of the numbers and the sequence.
The students will be able to get out of their desks during the presentation phase of the
project. I will circulate during the recording sheet completion and allow extra time for
those students that may need it. AIG students will be arranged to sit next to EC students
to model the progression of the project.
Wrap-up and reflection by the students
The Writing Questions Recording Sheet will act as a wrap-up and reflection for the
students. The students will be able to show what they have learn about descriptive words,
as well as how they feel about the items in their shoebox and why they used them. The
students will get to display their artwork of their items and their answers on the sheets to
the other students in the school, as well as having their shoeboxes on display for the
students and visitors to the class to see.
Reflection by the teacher
This project could potentially run into problem if one or more students used the same
items in their shoeboxes. However, this could also make for a learning tool by having the
students describe the same items using different descriptive words. A teacher might also
run the risk of some students not bringing their shoeboxes back or not bringing items

back in them. If that is the case, then extra items that the teacher has on hand can be
used.