Wednesday,March23,2016

Grammar:Adjectives,Day3:(9:109:45)

SOL:
2.13Thestudentwill
edit
writingforcorrectgrammar,capitalization,punctuation,and
spelling.
j)
Use
verbsandadjectivescorrectlyinsentences.

Tobesuccessfulwiththisstandard,studentsareexpectedto
use
verbsandadjectives
correctlyinsentences(e.g.,Thefriendlygirlstalkloudly.Thefriendlygirltalksloudly.).

Contentoutline:
Adjectivesarewordsthataddinformationtonounsandpronouns.
Theyareimportantinwritingbecausetheyare
used
toadddetail.
Adjectives
describe
thecolor,size,shape,numberoranyotheraspectofanounorpronoun.
Whenmorethanoneadjectiveisusedbeforeanoun,theymustbeputintheproperorder
(Determiners,Observation,SizeandShape,Age,Color,Origin,Material,Qualifier,Noun).

Inthefollowingsentences,adjectivesareunderlined.
Examplesofadjectives:
Thebrowniessmellgood.
Shewashappytobehome.
Mydadrentedabeautiful(observation)red(color)sports(qualifier)car(noun).
Ihaveabig(size)brown(color)andblack(color)hunting(qualifier)dog(noun).

Rationale:
Studentswillbeableto
edit
aletterforproperuseofpunctuationandwordusage,
suchasadjectivesandverbs.Inorderto
correctlyedit
andwritealetter,studentsmustfirstbe
abletoidentifyand
use
adjectivesintheirownsimplisticwritingandwhenreadingthewritingof
others.Wewillpracticeclassifyingwordsasverbs,adjectives,andnouns.Wewilllearnabout
whichwordsinourcurrentlyvocabularyweknowtobedescriptivewordsandincreasethat
vocabulary.Then,wewilldecidewhenitisappropriateto
used
escriptivewordsinourwriting.

Objectives:
TodayIwill
use
and
identify
adjectives
SoIcan
edit
aletterforcorrectlyuseddescriptivewords.
IwillhaveitwhenI
use
adjectivescorrectly,getting3outof5correct.

Connection:
Studentshave
used
adjectivesintheirmorningsentencesandintheirwriting
journals.Manyhaveaconceptofwhatadescriptivewordisandhowtouseitappropriately,
insteadofusinganothercategoryofword,suchasaverb.Studentshavealsostudied
synonymsandantonyms,sotheymayhaveanideaofthewordcategorizationsubconsciously.

LessonOpening:Song:
https://www.youtube.com/watch?v=A4XZDyxJ23Q
(toALLthe
BASE)

InstructionalStrategies:
Activity:
Mysterybags
:HOWDOESITFEEL?6paperbagsarenumbered16(Makeenoughsoeach
childhas1atatime)andhaveamysteriousobject,material,orsubstanceinit:
Bag1:shreddednapkins/papertowels
Bag2:aluminiumfoil
Bag3:sillyputty
Bag4:hothandspack
Bag5:pebbles
Bag6:pompomsandfeathers

Doademonstration:Thinkaloud:(writeonsmartboard)

Thestudentsreachinthebagtofeeltheobjectwithoutlookingatit.Theyaretowritedownat
least3descriptivewords(inventedspelling)(andmaybewithprobing)intheirwritingnotebook.
Labeleachlikeso(haveonsmartboard).

Feelslike:
Bag1:
Bag2:
Etc.

Iftheycan,thestudentcanusetheadjectivestotryandidentifytheobjects.(otherthanwhatit
lookslike)

LessonClosing:
Whenstudentsfinishfeelingandwritingthewordsaboutthebag,theywill
writeafewsentences(35)aboutwhatitwouldhavebeenliketoswiminthechocolateriver
fromCharlieandtheChocolateFactory.Whatwoulditfeellike?Tastelike?Looklike?Smell
like?Soundlike?
Foranyonewhohassomeideas,havethemstandandreadaloud.

Iwillalsorevealwhatisinthebags.

Products:
HowdoesitfeellikeinWritingjournalandparagraphatbottomofpage.(tocheck,
notcollect.)

Differentiation:
Probetheroomforquestionsandconfusion,offeringguidedanswers.

HelpTonywrite.SpecificallyinstructKameranandDiamondinwhatIwantthemtodothrough
anadditionaldemonstration.

Homework:
none
Materials:
Paperbags
Pencils
Notebooks
Materialsinpaperbagslistedabove