I.

Content and Standards:

a. Standard - CC.1.2.2.J: Acquire and use grade-appropriate conversational, general academic,
and domain-specific words and phrases
II. Prerequisites:
a. Students must understand the meaning of a noun.
b. Students must have a basic understanding of what a describing word is.
III.

Instructional Objective:
a. SWBAT: Use adjectives to describe a picture.
b. SWBAT: Create an adjective chart with a minimum of 6 adjectives that describe a picture they
create.

IV. Instructional Procedures:

a. Before: Bring the whole class down to the carpet. Does everyone remember when we started
talking about adjectives? Who remembers what they are? Adjectives are describing words.
They tell us about a noun. Who remembers what a noun is? Great! So adjectives tell us about
nouns. They could tell us what they look like, what they feel like, what color they are, what they
taste like. So today we are going to play a game with adjectives. You are going to split up into
teams and use adjectives to describe an object and the other team has to guess what it is based
on those adjectives. First lets try it all together. Tape a picture of an apple to the board. Lets
come up with as many adjectives as we can about an apple. Who has one? Allow them to
come up with as many as possible. Write the words on the board underneath the picture as they
give them. When they get stuck as questions like: What does it feel like? What does it taste
like? What color is it? Write these questions on the board as you ask them.
b. During
i. Part I: Split the students into 2 groups and have them move on the carpet so they are
separated. This group is going to come up with adjectives and this group is going to try
and guess what the noun is. So remember, all of your questions that you should ask
yourself are up here. And this group remember that any of your guesses should be a
noun which is a.. Show group one the picture while keeping it hidden from group two.
Once all the children have seen it, tape it up on the board with a cover over it. Allow the
students to come up with some adjectives. As they say different words, guide them and
talk about how we know if the word is or isnt an adjective. Write the adjectives on the
board under the covered picture. After they have come up with enough adjectives to try
and guess, ask the other students to start with their guesses. As they guess, talk about
whether the guesses are a noun and talk about how we know. Also discuss if the guess
makes sense given the adjectives we know about the item. Once the word is guessed,
reveal the picture. Repeat the activity but switch the teams.
ii. Part II: Now we are going to work on our own. Each of you will get a piece of
construction paper. You are going to pick a noun: either a person or an animal. You can

pick a friend, a family member, a teacher, your pet. First draw a picture of your person or
animal and glue it in the middle of your paper. Then write out some adjectives about your
person or animal. Lets look at my example. I did my cat. Her name is Jasmine. So I
wrote Jasmine at the top and here is my picture of her. Then I wrote up all of my
adjectives to describe her. Point to each adjective as you go. First I described her
appearance. She is gray. She has stripes. She is cute. Next I described her personality.
She is playful and crazy. She is curious. She is sleepy because she sleeps all the time. I
also said she is fast because she runs around the house really fast. You are going to
create your own poster about a person or an animal. You can do a pet like I did or you
can pick an animal like a tiger. You can do a family member, a friend or even a public
figure like President Obama. I am passing out construction paper. The first thing you
should do and think of the person or animal you are going to write about and write their
name at the top in crayon or marker. When youve done that, you can come to me and
get your white paper. You will get two pieces. The first piece is to draw your picture, cut it
out and glue it under the name on your construction paper. The second is to write your
adjectives on which you will also cut out and glue to your paper. Does everyone
understand what were doing? Each of your posters should have at least 6 adjectives that
describe your picture. So on each paper, I should see a title, a picture and 6 adjectives.
c. After: The homework tonight is to write sentences with your spelling words. As you write your
sentences, I want you underline the adjectives in your sentences. Can anyone think of an
example? Lead the students to create an example.
V. Materials and Equipment:
a.
b.
c.
d.
e.
f.
g.

3 large pictures: apple, rock, sun

Paper with question mark to cover the pictures
White board and markers
Construction paper (1 sheet for each student)
Markers and crayons
White paper (2 sheets for each student)
Scissors and glue stick for each student

VI. Assessment/Evaluation:
a. Formative: During Part I, keep a running tally of student input. Record when students use
adjectives correctly in the group activity.
b. Summative: The adjective chart serves as a summative assessment. It will be graded based on
the rubric bellow:

The adjective chart has a title.

/1

The adjective chart has a picture.

/1

The chart includes a minimum of 6

/6

adjectives that describe the picture.

Total:

/8

VII. Differentiation:
a. Think-Pair-Share: During part I, students have the opportunity to share their ideas with peers
and discuss them.
b. Modeling: During Part I and Part II the teacher models the activity that the students are to
complete.
c. Scaffolding: Students who need extra help will receive further instruction while others are
working on their charts.
d. Reduced work load: If needed, the number of adjectives expected for students to write can be
reduced.
VIII. Individualized Activities:
a. Regular homework activities will now include the use of adjectives. Students will write
sentences with adjectives and underline them.
IX. Technology: Technology is not used in this plan.
X. Self-Assessment
a. Self-assessment is based on student performance during the activity and on the final summative
assessment. Were students able to use adjectives to describe pictures in the opening activity?
How much prompting did they need? Were the majority of the students able to create their
adjective chart successfully?