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Running Head: LESSON PLAN AND JUSTIFICATION McNeely
Lesson Plan and Justification
Cayleigh McNeely
Coastal Carolina University
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Running Head: LESSON PLAN AND JUSTIFICATION McNeely
Lesson Preparation
SC Standard 4.5 Use Adjectives and Adverbs
SC Process standard/Content Concepts
Fundamentals of Writing
Produce writing in which the development, organization, and style are appropriate to task,
purpose, discipline, and audience.
Objective of lesson
● The student will be able to identify what an adjective is.
● The student will be able to select the right adjective
Content Language Objectives
-The student will be able to orally explain what an adjective is.
-The student will be able to orally explain which adjective goes in the correct sentence.
THESE WILL BE POSTED ON THE BOARD, THEY WILL BE SHARED WITH ALL
STUDENTS AND REVIEWED AT THE END/START OF EACH LESSON.
Content concepts
This lesson is appropriate for 1st grade students and their educational background as students will
use adjectives throughout their whole life. Being able to identify or say an adjective is an
important part of grammar. For students who struggle with writing they are able to tell the
adjective instead of writing it in the correct sentence for the worksheet.
Can do descriptors
Level 3: Follow modeled multi-step oral directions.
I can follow modeled multi-step oral directions.
Materials
● Adjective chart
● If you were an Adjective book by Michael Dahl.
● Adjective worksheet
● Wiki sticks for big book
● Adjective Bingo (if time permits for extension), spot covers
Activities
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Running Head: LESSON PLAN AND JUSTIFICATION McNeely
Adjectives are an important part of grammar. With this fun and engaging lesson students
will learn what an adjective is and will be able to select the correct adjective. Student’s start out
the lesson by being asked “do you know what an adjective is”? Then students will look at an
adjective chart. Afterwards, students will listen to the book If you were an Adjective by Michael
Dahl. After we read the book, students will identify adjectives from the book. Students will be
given wiki sticks, when they find an adjective, they will place the wiki sticks around the word
and tell the class the word. Once we have finished identifying adjectives and placing wiki sticks
around adjectives, students will complete a performance task. Students will receive an adjective
worksheet. There will be a word bank for students to choose the correct adjective to write into
the sentence. If time allows, the lesson will be extended for students. Students will get adjective
bingo. The first student with 3 adjectives in a row will win. Students will also be able to make
their own adjective chart to keep at their desk.
Building Background
Making Connections
Students' background knowledge will be highlighted in the lesson. Students will be able
to share if they know what an adjective is or if they don’t know what an adjective is. I have
high-flyers, average and low students in the classroom. Some students may already have
knowledge of what an adjective is. While other students will not have any idea. Some students
may have had experiences with adjectives in past learning. Differentiation will be used in the
lesson to meet the needs for all my students. I will encourage students to find an adjective during
our read aloud. I will encourage and support students during work time for their performance
task.
Vocabulary
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Running Head: LESSON PLAN AND JUSTIFICATION McNeely
To model to students, I will start off by introducing what an adjective is. Students an adjective is
a word that describes a noun. For example, look at the board at our sentence: The yellow ball
was round and bounced high. I will read the sentence aloud. What is the noun in the sentence?
-ball. What word or words describes the ball? The adjectives are yellow and round. I will leave
this up on the SmartBoard. This will help students find adjectives in our read aloud book.
Comprehensible Input: Modeling and visuals used in this lesson
After our reading, I will tell the class the activities we are going to do.
Now that we have talked about what an adjective is, looked at our adjective chart and
now read If you were an Adjective, we are going to do 2 activities. The first activity we will do if
you will need to find an adjective from our book. Once we have found an adjective you will get a
wiki stick and place it around the adjective. Once we have found all the adjectives in the book
we will move on to our next activity. I will give students as many turns as possible that it takes to
find all the adjectives in the book. You will be getting a paper that says “ADJECTIVES” on the
top with a word bank. Please put your name and date on the top of your paper. Look up at the
Elmo when you have finished, I will show you what you need to do. You will read the sentence,
look at the words in the bank and circle the correct adjective. Once you have done that you will
write the word in the sentence and reread the sentence. For example, if I read the sentence “My
teacher is very ____________. If I think the adjective bright goes there I circle the word and
write it in.
Strategies
● Rally Partner
● Scaffolding
● Differentiation
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Running Head: LESSON PLAN AND JUSTIFICATION McNeely
● Modeling
● Fundamentals of Writing
Questions
● “Do you know what an adjective is?”
● “Can you find an adjective on this page?”
● “Can you tell us what adjective you picked?”
● “Does your adjective sound correct in your sentence?”
Scaffolding
● Helping students find an adjective in If you were an Adjective
● Helping students choose the correct adjective for their performance task
● Assisting with spelling
● Assisting with students creating own Adjective chart
Interaction
● Adjective chart
● Whole group: pre/during/ post reading strategies and questions
● Rally partner Kagan Strategy: students are given a topic and turn to the closest student
and rally back and forth the possible answer
● Wait time to let students talk, think, and interact with peers
● Placing a wiki stick around an adjective creates learning opportunities for students.
Practice and application
● Proving hands-on materials/ manipulatives for practice will help students learn the
lessons material. They will help the student make connections and meaningful
experiences. Letting students place a wiki stick around the adjective will let them work
on their content and language knowledge. They will orally explain what adjective they
picked. Students will work on all language skills in this lesson (reading, writing, listening
and speaking).
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Running Head: LESSON PLAN AND JUSTIFICATION McNeely
Lesson Delivery
Teacher’s Name: Cayleigh McNeely 1st Grade
SC Standard Content Language Objective
4.5 Use Adjectives and Adverbs -The student will be able to orally explain what
an adjective is.
Process Standard -The student will be able to orally explain which
Fundamentals of Writing adjective goes in the correct sentence.
Produce writing in which the development,
organization, and style are appropriate to task, Content Concepts
purpose, discipline, and audience. This lesson is appropriate for 1st grade students
and their educational background as students will
use adjectives throughout their whole life. Being
able to identify or say an adjective is an important
part of grammar. For students who struggle with
writing they are able to tell the adjective instead
of writing it in the correct sentence for the
worksheet.
Can Do Descriptors
Level 3: Follow modeled multi-step oral
directions.
I can follow modeled multi-step oral directions.
. Learning Goal of Lesson:
The student will be able to identify what an adjective is.
The student will be able to select the right adjective.
Materials and Preparation:
Teacher materials:
● Adjective chart
● If you were and Adjective b ook by Michael Dahl.
● Adjective worksheet
● Wiki sticks for big book
● Adjective Bingo (if time permits for extension), spot covers
Student Materials
●
Lesson Plan Details:
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Running Head: LESSON PLAN AND JUSTIFICATION McNeely
1.Set the context:
● Does anyone know what an adjective is?
2.Set the stage for the situation:
● Students will think about if they know what an adjective is or if they don’t know.
They will think, pair, share.
● Students will look at the adjective chart that was already made.
● Students will listen to the book If you were an Adjective by Michael Dahl.
● Students will put wiki sticks around the adjectives in the book. After students
have placed the wiki stick around the word the student will say the word.
● Students will complete an adjective worksheet.
3.Introduce the task:
● Students will take a thinking minute to think about if they know what an
adjective is or if they don’t know what an adjective is.
● An adjective describes a noun. It can be a shape, taste, size or color.
● Students will look at the adjective chart that was already made.
● Students will sit and listen to the book If you were an Adjective a nd think about
Launch the adjectives they learned in the book.
● Students will use wiki sticks to place around the adjectives.
● To end the lesson students will complete an adjective worksheet.
4. Support students in understanding the task without doing the work for them:
● I will clarify all questions or confusions students have about adjectives.
● I will repeat instructions, answers and questions.
5. Make sure all students have access to and can participate in the task and later
discussion:
● For the whole class I will repeat directions and questions as many times as
needed.
● For my low students I will give them extra time to think, apply the skills and to
answer.
● For my ELL students I will translate directions into Spanish.
● For my average students I will give them regular time to answer.
● For my high-flyer students I will have them share with another high-flyer student
or I their work.
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Running Head: LESSON PLAN AND JUSTIFICATION McNeely
Questions to Elicit Student Thinking
If students have trouble getting started:
● Do you know what an adjective is?
● If you have an idea about what an adjective is, what is it?
● Would it be helpful to draw a picture?
Eliciting thinking after students have completed the task:
● What did you learn an adjective is?
● What adjective did you put a wiki stick around?
● Did you have trouble or struggle with the worksheet?
Supporting students with incorrect or incomplete solutions:
● How could you check your answer/strategy/thinking?
● What is a noun/ verb and what is an adjective?
Supporting students in listening to others’ solutions:
Explore ● What did your partner say that they think an adjective is?
● Do you agree with your partner that they think an adjective is?
Questions to extend thinking:
● Is there an adjective that you can think of that we haven’t said?
● What if I gave you three words: fast, dog, plane, which is the adjective?
● What are three words you can think of, 1 has to be an adjective?
1.Revisit the context:
● What is an adjective?
2.Student 1 shares their strategy/findings.
● Ask: What adjective did you place a wiki stick around?
● Ask: Did anyone use the same adjective as you?
3. Student 2 shares their strategy/findings.
Discuss ● Ask What adjective did you place a wiki stick around?
. ● Ask: Did anyone use the same adjective as you
4. Meeting the learning goal:
● Ask: What are some of the adjective that we learned today
● Ask: What objects did we use today to circle the adjectives?
5. Encourage a positive disposition:
● Say: I saw a lot of hard work today. It showed me that you all were engaged and
ready to learn!
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Running Head: LESSON PLAN AND JUSTIFICATION McNeely
Formative Assessment Strategy #1
Assessment
Assessment
Students are able to place a wiki stick around an adjective in the book If you were an
Adjective by Michael Dahl.
Objective
The student will be able to identify w
hat an adjective is.
Feedback
That is correct! That is an adjective! Good job!
That’s not right. Remember an adjective describes a noun. Try again!
Assessment Strategy #2
Assessment
Students are able to select the right adjective on the worksheet.
Objective
The student will be able to select t he right adjective.
Feedback
You did a great job! You selected all the right adjectives! You did a great job!
You didn’t get them all right. We are going to do a small group to help you!
Extension- If time allows, students can make their own adjective chart to keep at their desk. Students
can also play Adjective Bingo.
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Running Head: LESSON PLAN AND JUSTIFICATION McNeely
Adjective Chart Book
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Running Head: LESSON PLAN AND JUSTIFICATION McNeely
Adjective Worksheet- Performance Task
Adjective Bingo – Extension
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Running Head: LESSON PLAN AND JUSTIFICATION McNeely
Review and Assessment
● As students place wiki sticks around adjectives in our book, I am providing feedback on
their output. Their language use during them stating what the adjective is will allow me to
assess their work/ comprehension.
● To assess all learning objectives, I will put student’s data in a checklist to keep students
data organized. I will spot check throughout the lesson as well. At the end of the lesson, I
will ask students what is an adjective and have students give an example of one.
● Key content concepts are reviewed at the end of the lesson.
● Are students able to identify what an adjective is. Are students able to identify the right
adjective?
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Running Head: LESSON PLAN AND JUSTIFICATION McNeely
Justification Essay
I have several students who are in my class that are ELL. The materials that I choose are
developmentally appropriate for my students. The class is split up into several low students, a
few average and then several high-flyers. The adjective chart that is in the lesson, gives students
a wide range of what an adjective can be. It shows students that adjectives can be colors, shapes,
size, how something feels, how many, how something looks and smells. The adjectives that are
on it, are words that students use in their everyday language. It also serves as a support for my
ELL student’s, because it has pictures that serve as visuals for several of the adjectives. This
supports students by listening, reading and speaking.
I choose the book If you were an Adjective b y Michael Dahl, because it is a fun and
engaging book for students. The book will take students on an adventure to discover the colorful,
brilliant, dazzling life of an adjective. The book is an easy read for students to comprehend.
Students will be leaving knowing what an adjective is and will be able to identify adjectives.
Linguistically and culturally diverse students will be able to make connections from the book,
they will have heard the adjectives before. This supports students in listening and reading.
The adjective worksheet is appropriate for students. Students will apply their knowledge
from the lesson to complete the performance task. It is appropriate for students, it’s not too easy
for my high-flyers and not too hard for my low students. The performance task will challenge
students to think about what an adjective is, and which one fits correctly within the sentence.
This supports student’s in writing, listening, reading and speaking.
The approaches are appropriate for linguistically and culturally students. Students will
experience, Rally Partner, scaffolding, differentiation and modeling. I choose for students to rally
partner because it is a good approach for students to see what their peers are thinking. Students
turn to their closest peer and rally back and forth what they think the answer is to what the
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Running Head: LESSON PLAN AND JUSTIFICATION McNeely
teacher asked. This is both a fun and engaging way for students to see what their peers are
thinking. It was also a great way for the teacher to informally assess the students. You can assess
their comprehension, and listening, speaking and reading abilities all at once. Scaffolding is an
appropriate approach for students, because it lets the students learn at their own pace. If my low
students are struggling during the lesson, I am able to break the lesson down into smaller parts
for them to understand. Differentiation is appropriate for students as well. It allows students to
uncover deeper layers of learning while still supporting the lower level students. It always also
helps students to reach the learning goals at their own pace. Modeling is appropriate for
linguistically and culturally diverse students. It allows the teacher to demonstrate to students
what they will be doing and how to do it. Modeling allows the students to see exactly what they
will need to do. It gives students explicit instruction. These will help support students in
listening, speaking, reading, writing, viewing and visual representation.
The assessments are appropriate for linguistically and culturally diverse students. The
assessments will allow for students to orally explain what an adjective is. As well as letting
students to orally explain which adjective goes in the correct sentence. They allow for students
to demonstrate their knowledge without the topic. The assessments are appropriate for students
because they work on writing, reading, listening and speaking. Students are able to work on the
different fundamentals of writing.
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Running Head: LESSON PLAN AND JUSTIFICATION McNeely
References Cited
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Can Do Descriptors. (n.d.). Retrieved from https://wida.wisc.edu/teach/can-do/descriptors.
English Language Development Standards. (n.d.). Retrieved from
https://wida.wisc.edu/teach/standards/eld.
García, O., Johnson, S. I., & Seltzer, K. (2016). The translanguaging classroom: Leveraging
student bilingualism for learning. Philadelphia, PA: Caslon Publishing
Lems, K., Miller, L. D., & Soro, T. M. (2017). Building literacy with English language learners:
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