Lesson Plan #: AELP-WCP0050
Date: February 28, 1999
Grade Level(s): 1
Subject(s):
Duration: Approx. 30-40 minutes.
Description: This lesson may be used as an introduction to adjectives or to help further explore adjectives. It also gives the students practice using adjectives to describe objects. Also, it shows them that adjectives make their sentences much more interesting.
Goals:
Students make sense of the various things they observe.
Students make sense of the various messages to which they listen.
Students expand their understanding of existing knowledge, by making connections with new knowledge, skills, and experiences.
Objectives: Students will explore adjectives, describe objects presented to them, listen to the book, "That's Good! That's Bad!", and describe a sucker using two or more adjectives.
Materials:
Intro: Discuss with students that we have been learning about adjectives. Review with them that an adjective can describe a person, place, or thing.
1. Tell the students that I brought some things to share with them. Show them my backpack. Pull out each item, one by one, and ask the class to use adjectives to describe each item. (In the backpack, I included an old teddy bear, a silky scarf, an apple, and a pine cone.)
2. Introduce the book, That's Good! That's Bad! by Margery Cuyler. Tell them to listen for adjectives while I am reading the book. Read the book. Stop after each page and discuss the adjectives the author chose.
3. Explain to the students that a sentence or a story is much more interesting if adjectives are used.
4. When finished reading the book, give each student a piece of construction paper cut into a circle with a craft stick glued to the bottom (so that it looks like a sucker). Also, give each student a sucker.
5. Explain to them that they are going to describe their sucker on their piece of paper shaped like a sucker. Allow them to unwrap their sucker so they can taste to find out what flavor they have. Tell them that they must use two or more adjectives to describe what kind of sucker they have. Show my example and discuss the adjectives I chose.
6. When the students have finished describing their suckers, allow the students to share their adjectives.
Assessment: While students are sharing their adjectives, I will be sure that each student used two or more adjectives to describe his or her sucker. I will use a check sheet to do this.