Kari Young Lesson Topic: Adjectives Audience: Novice English Language Learners Objective: Students will be able to implement

adjectives into their speech to provide more detail on a given topic through the utilization of jazz chants. Note: This lesson would be taught to students as an introduction to students about using adjectives to add more detail to their speech and potentially writing. The students will focus on adjectives that can be physically seen for the introduction to this topic. Mini-Lesson: Students will gain most of their understanding of adjectives through the exploration opportunities provided throughout the activities present in the lesson. To preface the lesson and provide a foundation, the instructor will write the word Adjectives on the board or a large notepad. The instructor will choose an object in the classroom, such as a folder. The instructor will then pose a question to the students asking what the object is. Once the students respond, the instructor will reiterate what the object is in a full sentence, This is a folder. The instructor will then pose a question to the students probing for more detail about the object, such as the color of the folder. If the folder is red, the instructor will reiterate again with a full sentence, This is a red folder, following the students response. These sentences should also be written for the class to see as they are being stated verbally. He/she will then define adjectives through the example, referencing the word red. The instructor will define that adjectives describe objects and provide a picture in our minds of the words we hear. The instructor will then ask students to close their eyes and ask them to imagine certain objects. These could be animals, buildings, a type of food, etc. The students will then be called on to describe what that object looked like in their minds. Practice Activity: The instructor will call up two students to the front of the class that have an observable difference. This might be a difference in color the color of a clothing item, hair color, eye color, etc. The instructor will focus on a specific trait and model it by pointing to that trait on him/her. The seated students will be asked to describe that trait/item one student at a time. Those two students would then sit down and two more students would be called up. The students would go through this practice five times. This will allow the students to begin to see the additional information that an adjective can provide. Jazz Chant: The students will then be shown a visual representation of nouns. The first will be a very general photo and the next will be more specific, based on the adjective provided to describe the noun. These photos will provide visual reference for the jazz chant so that the students know what they are describing in the song. The visual representations also help support students with vocabulary.

Kari Young Potential adaptation: If a projector is unavailable for use in the classroom, the images could either be drawn beforehand or the chant could be modified to include physical items that are already present in the classroom. Adjectives, adjectives, here we come. This is a girl. This is a tall girl. This is a girl. This is a short girl. This is a cat. This is a brown cat. This is a cat. This is a white cat. This is a boy. This is a happy boy. This is a boy. This is a sad boy. We use adjectives to describe!

Extension Activity: The students will then draw and color pictures for the following terms to demonstrate the describe differences between two like things. Depending on the students prior knowledge of vocabulary, some of the adjectives and/or nouns may need to be reviewed/presented to the class in order for the students to successfully complete the task. This is a red apple. This is a green apple.

Kari Young This is a big house. This is a small house.

This is a nice dog.

This is a mean dog.

This is a girl.

This is a TALL girl.

This is a girl.

This is a SHORT girl.

This is a cat.

This is a BROWN cat.

This is a cat.

This is a WHITE cat.

This is a boy.

This is a HAPPY boy.

This is a boy.

This is a SAD boy.