Lesson+Plan

—complete and compound sentences —nouns and verbs —commas —contractions —colons to denote time —capitalization. · ** L.CN.02.02 ** Ask appropriate questions during a presentation or report. · ** R.MT.02.05 ** Construct mental images representing ideas in text. // Hairy, Scary Ordinary // by Brian P. Cleary Adjective Webs for 5 different foods 5 Poster Boards with Large Adjective Webs Mad Libs Worksheet on Adjectives Writing Utensils Different Color Expo Markers · Students will understand and know what an adjective is · Students will be able to underline the adjectives in sentences on the board. · Students will be able to complete the adjective webs with good adjectives · Begin by asking the students if anyone can tell you what an adjective is? · Explain to them what it is and give some examples · Read //Hairy, Scary, Ordinary What is an Adjective?// o Allow for the students to have a chance to see the pictures and try to connect the adjectives to the pictures. · After Reading ask the students why people add adjectives to stories? How might it make a story, poem or piece of writing better? 1. Once the story is over have students go back to their seats. 1. Once the students get back to their seats (from the reading) ask them to tell you again what an adjective is. 2. Ask what the directions are for the Adjective Web. 3. Ask what they are supposed to write on the poster board and talk to their groups about 1. Write sentences on the board and have the students (everyone should get a turn if possible) to come and underline one adjective in the sentence. Examples: The small, white snowflakes fell all over the tall, dark evergreen trees. Karen bought three bright red lollipops, six yellow peeps, and two sugar cookies. Mr. Smith bought four red apples, three oranges, and two ripe bananas The smiling girl ran to the biggest dog On a warm, sunny day, Alex swam in the cold, blue lake 1. Check to see if the students have completed their Adjective Food Web correctly 2. Have students get together in groups to compare answers and then write their top ones on the poster board Webs. The answers on the poster board should be good accurate adjectives to show they understand 3. Mad Libs will check to see if they can write their own adjectives in a sentence. 4. Write sentences on the board and have the student underline the adjectives. 1. For the students that might have trouble thinking of adjectives you could offer some ideas (what does it taste like) (what makes it yummy?) Group work might also help them get more ideas for adjectives.
 * Strategy Lesson **
 * Grade Level ** : Second
 * Time: ** 1 hour
 * GLEC’s: **
 * ** W.GR.02.01 ** Correctly use:
 * Materials: **
 * Objectives: **
 * Anticipatory Set/Introduction: **
 * Procedure: **
 * a. ** Do some example sentences to get them thinking of adjectives.
 * b. ** Ask “Which Sentence sounds better?” Which sentences gives you more of a mental picture? (The dog barked or The small white dog barked loudly at the mailman?)
 * c. ** Ask students to think of some adjectives (check to see if they really understand)
 * d. ** As a way to introduce the adjective web handout ask them to give you adjectives for pizza. Make a web on the board showing with the words (taste, Smell, see, feel). Have the students tell you adjectives that could go into the web.
 * e. ** Students will fill out their own Adjective Web Worksheet about Foods (Brownie, Cookie, Cupcake, Ice Cream, and Cake) give them 5-10 minutes to get as many adjectives describing the food as possible.
 * f. ** Have the students get together with the other students that have the same food. The students will then come up with the top 6 answers and write them on the poster board describing the words. Give them 5-10 minutes to write these down.
 * i. ** Depending on time, allow the students to tell the rest of the class the top 6 adjectives they came up with and see if the class can think of a couple others.
 * g. ** Give each student a Mad Lib worksheet and allow 5 minutes to come up with some adjectives. Then bring the class together and spend a few minutes allowing the students to some of their sentences, especially if they have come up with some funny ones.
 * h. ** To conclude the lesson, have the students once more tell you what an adjective is. Then write sentences on the board and have students come up and underline one adjective in the sentence.
 * Check for Understanding: **
 * Closure: **
 * Assessment: **
 * Adaptations for Special Needs Students: **