Name: Siobhan Barrett

School: Mission Trail

Elementary
Grade Level: 2nd

Unit:
Parts of Speech

Goals/Objectives: What are your goals and objectives for the lesson?
What do you want students to learn and be able to demonstrate? [1 ]

The student will identify and choose appropriate

adjectives.
I can identify adjectives.

Day:
Date: 1/30/2015

Hour: 9:45-10:45
Observation # 2

Materials/Resources Needed: [7]

Many Luscious Lollipops by Ruth Heller
Lollipops
Lollipop Adjective Worksheet
Balloon
Balloon stick (straw)
Adjectives anchor chart

State Standards/Benchmarks/ School Improvement Goals:

Use adjectives and adverbs, and choose between them depending on what is to be modified.
Why are these goals& objectives suitable for this
group of students? What evidence do you have that you have high but
reasonable expectations? (Refer to Contextual Factors in Entry 2) [2]

These goals are suitable for these students because they

will be learning a new concept that builds on prior
knowledge. ***********************************
What difficulties do students typically experience in
this area? How do you plan to anticipate these
difficulties? (Pre-assessment) [4]
Students may confuse adjectives and adverbs. Students
may also state nouns instead of adjectives when
brainstorming. I will explain the difference between
adjectives and adverbs at the beginning and I plan to
state clearly that adjectives describe a noun to help clear
those misconceptions.

Background: How do these goals and objectives build on previous

lessons, and how do they lead to future planning? [3]

Students have learned previously about nouns. This

knowledge will help students understand adjectives
because adjectives describe nouns. This will help
with the instruction of adverbs because the students
will build on their knowledge of adjectives.
Relevance: How do these goals and objectives align with

[5]

State Standards: State standards require second grade students

to use adjectives appropriately. These goals align with the
standards in that the students will be able to complete tasks that
prove their ability to meet that standard.
District curriculum/goals: The district and sate standards align
for this lesson. The goal for students is to use adjectives
appropriately. This lesson will help students achieve this goal by
presenting them in a relatable way and allowing them to
practice.
School Improvement Process: The goal for the school is for
students to improve and grow in reading. This will help students
comprehend text because they will understand the purpose of
adjectives.

Anticipatory Set (Initial Engagement): The students

will gather on the carpet at the back of the room. The
teacher will have an anchor chart pre-made that will say
Adjectives. The teacher will show the students a
balloon attached to a stick that is meant to look like a
lollipop. We will be talking about adjectives today. An
adjective is a word that describes a noun. Our noun is
lollipop. Can you think of some adjectives that describe
this lollipop The teacher will write down a few
adjectives that the students come up with on the anchor
chart.

Sequence of Activities - with time allotments:

[c]

Initial Engagement (3-5 minutes)

Book (5 minutes)
Lollipop activity/writing practice (15-20 minutes)
Closure/Transition (5 minutes)
Rationale: I have chosen to use these activities
because I believe they will present the material in a
relatable way. The students will show their prior
knowledge of adjectives in the Anticipatory Set as
they brainstorm. Then, they will expand on that
knowledge as they point out examples in the text.

Third, they will practice using adjectives with the

lollipop activity. Finally, they will look for adjectives
in their reading as they go through the day. This will
help students become aware of adjectives in their own
environment.
Learning Activities: How do you plan to engage students in
Vocabulary:
content throughout the lesson? What will YOU do? What will the
Adjective- a word that modifies a noun.
STUDENTS do? [6]
Adverb- a word that modifies a verb
Book: After the balloon anchor chart, I will read the book
Noun- a person, place, or thing
Many Luscious Lollipops by Ruth Heller. This book
uses many examples of adjectives. While I read, I will
choose random pages and I will ask students to point out
the adjectives found on that page.
Lollipop activity: The students will be asked to return to
their seat. The teacher will say, when I say go, please
go back to you desk without talking, put your head down
on your desk, and cover your eyes. I have a surprise for
you so dont peek! Do not open your eyes and raise your
head until I say so. When all students have returned to
their desks and have their heads down, the teacher will
put a lollipop on each students desk. The students will
also receive a worksheet called, Lollipops! They will
be asked to brainstorm two to three adjectives for each
square sense (taste, feel, sight, smell, and sound). They
will be allowed to eat the lollipop after they complete all
senses before taste. Early finishers can read quietly.
When all students are done, the teacher will take a few
examples for each sense before moving on.
Closure: (How will you tie it together & prepare them for what
comes next?) Closure/Transition: The students will each
receive a sticky note. The teacher will say, We will now
sign up for our next rotation of Daily 5. While you read,
keep an eye out for adjectives. If you see any, jot them
down on your sticky note! You will have a chance to
share the adjective you find in your reading after lunch!
The teacher will then call students in reverse alphabetical
order to sign up or their Daily 5 rotation. When all
students have signed up, the Bulldog of the day will call
quiet groups to start their activity.

What

higher level thinking skills will the students use?

Students will take what they are hearing in the book
and use it to complete the activity. This will require
higher level thinking because students will need to
comprehend the material and adapt their knowledge
to relate to their individual lollipop. Students will
also need to be creative in their selection of adjectives
because their lollipops will most likely be different
than the lollipop belonging to anyone at their table.

Use of Technology: (by teacher and/or students) [7]

Strategies to promote equitable opportunities for all [d]

Smartboard

In order to promote equitable opportunities, I will use an

appropriate wait time before calling on students.
Rationale: This will promote an equitable environment by
providing students who do not think as quickly as others time to
digest and come up with an answer for the question.

Instructional Strategies: (strategies/questions/prompts to

encourage learning and meet diverse needs) [a]

Discussion: I will use discussion and brainstorming at

the beginning of the lesson to identify prior knowledge
and address misconceptions.
Prompts: Can you think of any creative adjectives to
describe your lollipop? Try to use adjectives that are
different and out-of-the-box, like the book models.

Grouping: (Individual, small group, large group) [b]

This lesson will be taught to the whole class. When
the students return to their seats, they are split into
four groups.
Rationale: This lesson is appropriate for the whole class
because they will be brainstorming and discussing adjectives.
The students can build off of each others ideas when they
participate in a whole class activity.

Rationale: These strategies will help students think deeply about what
they are learning.

Modifications and/or Accommodations for special needs:

Are there any special circumstances of which the observer

should be aware? [e]

A para is available for a student with significant special needs.

Other accommodations include extra explanations and help when
needed.

No

Assessment: How do you plan to assess student achievement of the

Follow-Up: What will you do with the assessment results? How

goals? [8]

will that affect what you do next?

The Lollipops! worksheet will act as an assessment piece

for the activity. I will also observe students while they
work on their worksheet to help address any
misconceptions they may have.

I will read the students answers for the worksheet to

check for appropriate adjectives. This assignment will
not count as a grade.