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- Students will be able to use adjectives in complete sentences to describe a variety of images.
- On the board, write several phrases with adjectives. For example: "fuzzy caterpillar," "scruffy pirate," "happy puppy," or "sweet apple." Write at least eight sets.
- Tell the students that they will learn about adjectives. Explain that adjectives are words that describe, or tell about, other words.
- Draw their attention to the board, slowly and deliberately read each set of words.
- Go back to the first phrase. Point to the adjective and draw a line underneath it. Tell the students that this word is an adjective because it describes the noun beside it.
- Repeat this process with the next two phrases.
- From the fourth phrase onward, let the students identify each adjective.
Explicit Instruction/Teacher modeling(10 minutes)
- Use a piece of tape or magnet to display one of the printed images on the board.
- Below the image, write a word that describes it. For example, you could write "colorful" underneath a picture of a parrot.
- Put up another image. Now, let the students give you words that describe that image. Allow them to use adjective phrases as well, e.g. "sharp beak."
- Write each accurate suggestion below the image.
- Take one of the adjectives or adjective phrases and use it in a sentence. For example, "The parrot has a very sharp beak." Underline the adjective and (if applicable) circle the noun it describes.
- Repeat this process for the other suggestions.
Guided Practice(15 minutes)
- Organize the class into equal groups.
- Place the rest of the printed images face-down on a table and fan them out.
- Have each group select a captain.
- Walk to each group and let its captain choose a sheet.
- Once each group has a picture, have the captains turn the sheets over.
- Task students to share aloud words that describe their assigned picture and discuss their words with their group members.
- Have them write their words within the margins of the sheet.
- After about 10 minutes, let the captains show their pictures and read the adjectives each group member wrote.
- Give each group a small notebook. Tell them to choose two of their words to use in sentences, and have them write the sentences in their notebooks.
- Before beginning their writing task, instruct students to use adjectives in complete sentences orally to describe the pictures.
- Visit groups as they work, giving assistance or comments where necessary.
Independent working time(15 minutes)
- Have students choose images from the remaining sheets to describe independently.
- Each student should write at least three adjectives or adjective phrases and use at least two of them in sentences.
- Remind students to underline the adjectives and circle the words they describe. Walk around the room to give assistance as needed.
- Advanced students can be asked to also write exclamatory and interrogative sentences with their words.
- Visit struggling students and guide them through writing their sentences.
An interactive whiteboard or document camera and projector may be used to display the printed images.
- Check the sentences students wrote to assess their comprehension of the lesson content.
- Monitor students' discussion and their use of adjectives to determine if they can use them correctly in complete sentences.
Review and closing(5 minutes)
- Allow volunteers to present their complete sentences from their independent work time aloud with the class. Have listeners identify the adjective the presenter used in the sentence.
- Go back and revisit the activity completed in the Introduction. Read each description and highlight the adjectives.