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Teacher Lesson Plan

Grade Level: 1st Subject: Writing with Adjectives

Lesson Aim/Objective:

Objective 1: Students will be able to identify adjectives when reading.

Objective 2: Students will be able to describe their images using


adjectives.

Materials:

1. The book If You Were an Adjective, by Michael Dahl


2. The teacher’s painting of a goat
3. Paper
4. Writing Utensils
5. Art supplies (Markers, Crayons, Colored Pencils, Paint, Glitter,
Sequins, and Glue)
6. White board and Dry Erase Marker

Virginia State Standards:

Reading

1.7 The student will expand vocabulary and use of word


meanings.

f) Use singular and plural nouns.

g) Use adjectives to describe nouns.

Writing
1.12 The student will write in a variety of forms to include
narrative, descriptive, and opinion.

b) Use prewriting activities to generate ideas.

e) Revise by adding descriptive words when writing about


people, place, things, and events.

Motivation: Reading If You Were an Adjective, by Michael Dahl.

Setting: The students will be on the carpet while the teacher reads
the book in front of them.

1. The teacher will begin by saying, “Today we will be reading a


picture book about adjectives. Who remembers and can tell me
what an adjective is and what we use it for?”
2. The students will raise their hands and respond.
3. The teacher will say, “Good! An adjective describes a noun.”
4. The teacher will say, “This book does a good job at describing
adjectives and giving examples, so pay attention and I will call on
students to point out some of the adjectives to me!”
5. The teacher will read If You Were an Adjective by Michael Dahl,
stopping occasionally to call on students to identify the
adjectives in the text.

Instruction/Procedure:

1. After finishing the book, the teacher will say “Now that we have
learned a lot more about adjectives and how and when we use
them, let’s practice them.”
2. The teacher will say, “We are going to look at a picture that I
have painted and describe it using adjectives.”
3. The teacher will show the picture she painted previously of a goat
(Image of goat provided for reference at bottom of Lesson Plan).
4. The teacher will proceed by saying, “First, we will pick out the
nouns in this picture. Can anyone raise their hand and tell me a
noun that they see?”
5. The students will raise their hands and will likely say that they
see a “goat.” If the students do not point out any more of the
nouns, the teacher will guide them towards pointing out aspects
like the grass, horns, ears, nose, and sky. The teacher will write
the nouns on the whiteboard as they are listed.
6. Once the nouns have been picked out, the teacher will say, “Now
that we have picked out the nouns, we need to describe them
using adjectives. I’ll start. For example, I would call the goat,
“hungry.” The teacher will write “hungry” beside the word “goat”
on the board.
7. The teacher will continue by saying, “Does anyone have any
adjectives to describe the rest of our nouns?”
8. As the students raise their hands and list adjectives that
correspond to the nouns, the teacher will write them on the
board.
9. The teacher will lead the class in writing simple sentences about
the picture with their nouns and adjectives, likely similar to:
a. “The hungry goat ate the green grass.”
b. “There was a blue sky behind the goat.”
c. “The goat has floppy ears and pointy horns.”

and she will write the sentences on the board.

Assessment Activity:
1. The students will return to their seats where they will be given a
blank piece of paper and art supplies such as paint, crayons,
markers, glue, and glitter. They will also be given a piece of line
paper and a pencil.
2. The students will be instructed to create their own image of
anything they want, as long as it is school appropriate.
3. After the students have created their own images, they will be
instructed to write 3 nouns that they created on their line paper,
as we did together on the board.
4. Once they have identified the nouns, the students will be
instructed to think of 1-2 adjectives to describe each noun and
write them next to the nouns on the lined paper, as we did
together on the board.
5. After doing so, the students will create 3 simple sentences using
at least one noun and one adjective in each, as we did together on
the board.

*** Throughout the entire activity, the teacher will be walking


around to help students and will give the next set of instructions
after a certain period of time and to students who are already ready
to move on.

Follow Up:

1. After the students have finished, the teacher will ask for
volunteers to present their pictures and read their sentences to
the class.
2. When volunteers present their pictures and read their sentences
to the class, the teacher will ask for other students to raise
their hands to point out the nouns and adjectives.
Notes/Reflections/Reminders

1. The steps to the activity that the students should follow will
be given orally but also will remain on the board from when the
class and teacher did the first procedure together.
2. The definitions of nouns and adjectives will be written on the
board.
3. The students will be reminded to be kind to one another when
volunteers are presenting because our classroom is a community
of learners and friends.