Mary Margaret ONeal Lesson #4 Reflection Summary For this lesson, the students learned about adjectives and

the function of an adjective. At first, I asked the students to name different things that they thought were adjectives. The students had a few good answers but they were focused on nouns that they were adjectives. After that, the students watched a fun video with a catchy song about adjectives and we read a book that was about when to use adjectives. After the video and the book, I had the students create a list of different adjectives and I wrote these on the board. The students then created a turkey that had adjectives on its feathers. Future Changes This lesson was fun for the students but if I were to do this lesson again, I would have the students create their turkey later on in the day so that the lesson would not be so long. I would also talk about adjectives that would describe the turkey and having them use those adjectives on their turkeys feathers rather than just using adjectives in general. Otherwise, I feel as though this was a fun, interactive lesson for the students. Assessments For my pre assessment, I asked the students How do you use an adjective? Many of the students had silly answers like building a house or playing frisbee. Other students, like Laura Margaret and Jackson, knew exactly what an adjective was and why it was used. This question was to see how much the students already knew about adjectives. The during-assessment was having the students help create a list of adjectives that they saw from the book and video. This made them pay attention. While creating the list, I made the students tell me what their adjective was describing. For the post-assessment, the students created an adjective turkey. Each student was given an outline of a turkey and they had to color it how the wanted and cut it out. The students then had to write an adjective on each feather. When they passed in their turkey to be hung outside, they had to tell me a noun that went with at least two of their adjectives. High, Average, and Low Achievers Laura Margaret was the high achiever of this lesson because she could adequately answer all the questions that were asked. Laura Margaret is on a higher reading level than the

rest of the class that is why I think she had an upper hand on this lesson. She also completed her work quickly and could tell me a noun that went with each of the adjectives on her turkey. Brady is the average achiever because he was involved with the class but did not know what an adjectives was until further into the lesson. He listened well to the lesson and completed his turkey quickly because he had already made a turkey similar to the ones we were creating. He also had adjectives that described his turkey well. Whitney was the low achiever for this lesson. At the beginning of the lesson, she did not know what an adjective was. During the lesson, Whitney did not know an adjective to add to the list from the book or video that we just viewed. While creating an adjective turkey, she wanted to copy the adjectives that I had on the example turkey and said it was because she wanted hers to be exactly like mine. At the end when she turned in her turkey, she did not know any nouns that the adjectives on her turkey could describe. This lesson did not seem to have any effect on Whitney and her knowledge of adjectives.