Lesson Plan:

Who Are You?

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Grade
Standards
August 13, 2015
by Susan Russell

Learning Objectives

Students will be able to order adjective within a sentences according to conventional patterns when writing.

Lesson

Introduction (10 minutes)

  • Introduce your lesson by reviewing information about adjectives and their role in sentences (describing nouns).
  • Tell students they will be making a self-portrait after they practice using adjectives.

Explicit Instruction/Teacher Modeling (10 minutes)

  • Write a simple sentence without any adjectives.
  • Ask students to name some adjectives that can be added to the sentence to make it interesting.
  • Discuss and compare the sentence with and without adjectives.
  • Reflect on the improvement adjectives make to the sentence.
  • Explain that using adjectives will help students become better writers.
  • Check for understanding.

Guided Practice/Interactive Modeling (20 minutes)

  • Pass out a piece of white paper and a piece of colored construction paper to each student.
  • Instruct students to draw a picture of their face on the white paper with their crayons.
  • Remind them that the picture should be large enough to cover ¾ of the paper.
  • Another approach to the self-portrait is to partner students up and then have the students draw a portrait of their partner. Select the method that works best for your students.
  • When portraits are completed, have students set them aside and pick up their colored construction paper.
  • Demonstrate how to fold the colored paper accordion style, similar to creating a paper fan. Folded sections should be approximately one inch.
  • After demonstrating accordion folding, ask students to fold their colored paper accordion style.
  • Walk around and check that students are folding their papers correctly.
  • Have students write an adjective that describes their portrait on each folded section with a colored crayon. Students could work with a partner as they develop their lists.
  • Check that students are writing adjectives correctly on the construction folds.

Independent Working Time (10 minutes)

  • The last step of the adjective self-portrait project will involve the students writing a sentence on their portrait that uses at least three of the describing adjectives they have written down.
  • After they have written their sentence on their portrait, instruct them to use a glue stick to attach their folded piece of colored construction paper to the bottom of their portrait.
  • Collect projects to assess students' writing.

Extend

Differentiation

  • Enrichment: Require advanced students to write several sentences that contain all of the adjectives they have written on their folded paper.
  • Support: Struggling students may need to do the entire project with a partner instead of independently. Ask struggling students to use only two adjectives in their sentence describing their self-portraits.

Review

Assessment (10 minutes)

  • Review students' sentences.
  • Provide feedback for each student on the back of his paper.

Review and Closing (10 minutes)

  • Return students' portraits.
  • Ask for volunteers to come up to the front of the room, show their portraits, and read their sentences.
  • Finish this lesson by displaying all student portraits in the room as a self-portrait art gallery or bulletin board display.

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