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West Virginia State UniversityCollege of Professional Studies: Department of Education

LESSON PLAN FORMAT GUIDE (Updated 8/17)

Teacher Candidate: Rachel Wolfe Date: 9/29/2017School: Richmond Elementary Grade/Subject: First/Language Arts Lesson Topic: Adjective Monsters

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES1) Students will properly identify adjectives.

WV CCRsELA.1.31 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

ELA.1.36 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

NATIONAL STANDARDSStudents apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. The draw on their prior experiences, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features.

MANAGEMENT FRAMEWORK

Overall Time- 30 minute lesson

Time Frame- 10 min. teacher intro and book reading

10 min. student activity

10 min. regroup for assessment and closure

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONSThe story will be read aloud to the students as well as pictures being shown to accommodate auditory and visual learners. The Elmo will also be used to display the sample monster I created as well as the assessment to provide a visual for the students. The students will complete a hands-on activity to supplement the story being read to accommodate kinesthetic learners.

PROCEDURES

1. ANTICIPATORY SET I will let the students know that the lesson will focus on identifying adjectives. I will ask them if they remember Mrs.Tomlin teaching them about adjectives. I will show a picture of Oscar the Grouch on the SmartBoard and ask that they describe him using adjectives.

2. ASSESSMENT Diagnostic/Pre-Assessment: I will check for prior knowledge by asking the students:1) Can anyone tell me what an adjective is?2) Can anyone give me an example of an adjective?Students will respond with thumbs up or down and then use a “me too” hand signal (used by their class to show they are all in agreeance) with the verbal answers provided.

3. INTRODUCTIONI will review what adjectives are and provide multiple examples. Ex: review the adjectives chart located in the classroom. I will tell the students that I am going to read a story titled “I Need My Monster” and ask that they be quiet and pay close attention to the monster’s descriptions. I will begin reading the book and place special emphasis of the different descriptions of monsters introduced throughout the story.

4. BODY & TRANSITIONSFormative Assessment: Observation of the students completing their adjective monsters. I will walk throughout the classroom monitoring the students work and providing oral feedback.

After the story has been read aloud to the students, they will each return to their assigned seats.

I will use the Elmo to display a sample monster that I pre-made. I will go over the monster with the students and explain the adjectives I used to describe it.

Each student will be provided with a monster sketch sheet and asked to create and color their own monster. Students will write adjectives that help describe their monster. I will walk throughout the classroom and provide spelling help to students using their slate boards after they have decided which adjectives they wish to use to describe their individual monsters.

5. CLOSURESummative Assessment: Teacher made assessment (see attached)Students will place their adjective monsters in their mailbox and return to their seats.Students will be provided with an assessment that requires them to identify the adjective within the sentence. Using the Elmo, I display the assessment and read the directions aloud. I will then complete the example listed with the students and ask if there are any questions before moving on to the first question. I will read each question to the students aloud and remind them that they are to circle the adjective within the sentence. Once the assessment is complete, I will collect them from the students.

STRATEGIESTeacher/student led discussion, guided instruction, teacher modeling/demonstration/simulations, and inquiry learning.

MATERIALS

Book titled “I Need My Monster” by Amanda Noll, computer, monster adjective sketch sheet, teacher made sample monster, pencils, crayons, Elmo, and teacher made assessment.

EXTENDED ACTIVITIES

If Student Finishes EarlyIf a student finishes early, they will be provided with additional sketch sheets and be permitted to draw a new monster and describe its characteristics using adjectives.

If Lesson Finishes EarlyIf the lesson finishes early, students will be provided the opportunity to share with the class their monster and the adjectives they used to describe it.

If Technology FailsIf the Elmo and Smartboard are not available for use, I will read the assessment aloud with the students.

POST-TEACHING

Reflections

Overall, I believe the lesson went well. I feel this way because the students were excited and

engaged throughout the lesson and also performed well on their summative assessment. The

strengths of the lesson include the use of a variety of visual aids to better accommodate different

learning styles, clear learning objectives, and appropriate assessments being utilized. The

weaknesses of the lesson include limited time allotted to teach the lesson as well as some materials

used. For example, the drawing portion of the monster adjectives sketch sheet was enjoyed by all

students but they struggled to write out the adjectives used to describe their individual monsters. I

noticed this struggle because I had multiple students walking up to me and their main teacher to

ask for help spelling their adjectives. Thus, Mrs.Tomlin and I helped the students by writing the

requested adjectives out on their dry erase slates. I considered creating a word bank of adjectives

for the students to use but I feared it may hamper their creativity when creating their monsters.

If I were to teach this lesson in the future, I would create a new sketch sheet that includes

less spaces for adjectives to be placed. I think four to five would be more appropriate for this age

group rather than the nine spaces listed on the sheet I used. I didn’t notice a lot of individual

struggles but I did note a few children who were so focused on correctly sketching and coloring

their monsters that they required verbal cues to pace themselves appropriately in order to

complete the portion that required them to list the adjectives. I originally created the lesson and

listed the objective in a long-winded manner, however I revised the objective by simplifying and

shortening it to make it more precise. I feel the objectives were aligned with West Virginia and

National standards, appropriate to the lesson and students, and measurable. The lesson plan was

well organized and contained all necessary components with an easy to understand explanation of

each. Mrs. Tomlin had previously introduced adjectives to the class and thus I tried to activate and

assess prior knowledge by referring back to her lessons and asking questions. I also used a picture

of Oscar the Grouch and the adjectives chart to supplement the lesson. I chose activities that

appropriately reinforced the learning objective and assessments that were developmentally

appropriate and aligned with the objective.

In regards to management and classroom time, I created a time framework for the lesson

that I felt would be appropriate and provided relevant extended activities to be used if needed.

However, after teaching the lesson, I feel I should have allotted more time for student activities such

as completion of the monster adjective sketch sheet. I initially created the lesson without the use of

technology but decided to incorporate technology use after receiving constructive feedback. Thus,

I chose to display the picture of Oscar the Grouch used to discuss adjectives at the beginning of the

lesson on the Smartboard and the Elmo to display the sample monster and the assessment. The

lesson plan correctly followed the WVSU lesson plan format and was submitted on time. After

teaching the lesson, collecting and grading the students’ assessments, and reflecting upon the

lesson as a whole, I now feel more confident about teaching the lesson in a more effective manner in

the future.

Data Based Decision Making

In the beginning of the lesson, I performed a diagnostic assessment when I checked for

prior knowledge by asking the students questions such as if they could tell me what an adjective is

and provide an example. The majority of the students responded with a thumbs up. I then called

on a few students to explain to their peers what an adjective is and to provide an example. After

each student reported out, I checked to see if the other students agreed by asking them to respond

with a thumbs up/down or a me too signal commonly used in their class. Only one student

provided an incorrect adjective, so I helped him find a correct adjective by using the noun he gave.

Ex: tree, he eventually came up with big. With most of the class showing they were in agreeance

using the hand signal and being able to provide correct adjectives, I felt they had a good

understanding. Thus, I wouldn’t change anything from the beginning of the lesson.

Formative assessment occurred during the body of the lesson when I observed the students

working on their adjective monsters. I could tell they were engaged by how excited they were to

show me the monsters they had sketched and colored. However, as mentioned above, I felt the

sketch sheet had too many spaces to list adjectives that described their monsters. I could tell this

frustrated some of the students because their body language indicated they were getting upset and

quickly losing interest. Mrs. Tomlin and I tried to ease their agitation by assisting them with this

part of the sheet. Their body language began to change and they were back to being engaged at

their tables after receiving assistance. However, If I were to teach this lesson in the future, I would

use a worksheet that has fewer spaces. I believe this would ease the students’ anxiety over finding

and spelling multiple adjectives that describe their monsters.

Total points possible on summative assessment: 10

After reviewing the students’ summative assessment scores, I feel confident that my lesson

was effective. Seventeen of the twenty-one students received a perfect score of ten out of ten on the

assessment. The remaining four students received a slightly lower score of seven and a half out of

ten. The majority of the students performed well on the summative assessment and no student

received a failing score. Thus, I feel it would be appropriate to move on secondary to the students’

scores indicating their ability to properly identify adjectives which meets the lesson’s learning

objective.

Name: ________________________________

Read the following sentences and circle the adjective.

1. The monster was very hairy.

2. The monster had sharp claws.

3. Gabe’s green ooze was all over the floor.

4. Ethan wanted a scary monster.

Adjectives