December 17, 2017
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by Mia Perez

Lesson plan

A Search for Spring Nouns and Adjectives

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Students will be able to read sentences and identify the nouns and adjectives.

(5 minutes)
  • Review the definitions of adjectives and nouns with your students.
  • Explain that an adjective is a word that describes a noun. Adjectives describe nouns by giving information, such as the noun's size, shape, age, color, appearance, and texture. A noun is a word that names a person, place, or thing. A noun describes who or what.
  • Tell students that in honor of the spring season, we will practice identifying nouns and adjectives in Easter-themed sentences.
  • Tell students that Easter is a holiday that some people celebrate during the springtime. Ask students to share what they know about Easter.
(5 minutes)
  • Draw a T-chart on the board with the headings "Adjectives" and "Nouns."
  • Call on student volunteers to provide a list of spring-related nouns. For example, students might suggest rabbits, flowers, Easter eggs, birds, and the sun. Write these nouns under the noun heading.
  • Ask students to think about adjectives that describe each of these nouns. For example, students might suggest white rabbits, beautiful flowers, colorful Easter eggs, blue birds, and the shiny sun. Write these adjectives under the adjective heading.
  • Review for students that the adjectives listed in the first column describe the nouns listed in the second column.
(10 minutes)
  • Project the Easter Noun and Adjectives #2 worksheet onto the board.
  • Tell students that you are going to read each sentence aloud, and their job is to look for the nouns and adjectives in each sentence.
  • Read the first sentence aloud.
  • Call on a volunteer to identify the noun(s) in this sentence and underline them. Remind students there may be more than one noun in each sentence (i.e. bunny and basket).
  • Call on another volunteer to identify the adjective(s) in this sentence and circle them. Remind students there may be more than one adjective in each sentence (i.e. chocolate and green).
  • Continue this process with the first five sentences on this worksheet.
(15 minutes)
  • Hand out and preview the Easter Noun and Adjectives #3 worksheet for students to complete independently.
  • Remind students to underline the noun(s) and circle the adjective(s) in each sentence.

Support:

  • Model how to complete more of the sentences during Guided Practice/Modeling.
  • Support students to focus on finding either the nouns or the adjectives in each sentence during Independent Work Time.
  • Read the sentences aloud to struggling readers, and have them verbally state the nouns and adjectives in each sentence.

Enrichment:

  • Instruct students to select three to five of the adjectives from the Nouns and Adjectives #3 worksheet and create a list of closely related adjectives on the back of their worksheet (ie. little, small, tiny, and miniscule- an opportune extension to teach synonyms!)
  • Have students create a list of their own spring-themed sentences that contain at least two nouns and two adjectives in each sentence.
(10 minutes)
  • Distribute one note card to each student.
  • Tell students to write either one noun or one adjective on their note card.
  • Collect all of the notecards and shuffle them.
  • Redistribute the note cards so that each student has a new note card with a noun or an adjective written on it.
  • Post the sentence strips with the words "Nouns" and "Adjectives" on the pocket chart.
  • Call on students one at a time to read their words, determine if it is a noun or an adjective, and place their card under the correct heading.
  • Once all of the students have sorted their note cards, read through the lists with your students to ensure that all of the cards were sorted correctly.
(10 minutes)
  • Divide your students into two groups.
  • One student from one group faces off against one student from the other group.
  • The first student states a noun and the second student must state an adjective that describes that noun. For example, the first student might say, "field," and then the second student might respond with either, "grassy" or "muddy."
  • Continue until all members of both groups have had an opportunity to play. (Optional: At the end of one round, have the second group begin by stating a noun and the first group state an adjective that describes that noun.)
  • Tell the students who are not playing that their job is to be the referee to ensure that the answers given are correct.

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