Faye Dukes
Date: April 9, 2012
Major Content: Language Arts
Unit Title: Sentence Structure
Grade Level: 3
UNIT PLAN
ORGANIZER
Candidate’s Name
___Faye Dukes____________________________
Grade Level
____________3___________________
Semester ______spring______ Year
__________2012_____
Unit Title: Understanding Sentence Structure
Statement of Unit Goal: (Please remember that a goal cannot be measured.)
GLE 0301.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling.
GLE 0301.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.
GLE 0301.1.3 Demonstrate knowledge of Standard English sentence structure.
Common Core Language Arts Standard/s:
L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
Form and use regular and irregular plural nouns.
Use abstract nouns (e.g., childhood).
Form and use regular and irregular verbs.
Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
Ensure subject-verb and pronoun-antecedent agreement.*
Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
Use coordinating and subordinating conjunctions.
Produce simple, compound, and complex sentences.
TN Language Arts Standard/s:
0301.1.1 Know and use appropriately the meaning, forms, and functions of nouns (including nouns as subjects and objects, singular, plural, and possessives),
pronouns (including subject and object pronouns, substitution for nouns, agreement with antecedents), verbs (including past, present, and future tenses; irregular
verb; agreement with simple and compound subjects), adjectives (including vivid descriptive words, comparative/superlative, articles), and adverbs (including
common formation and placement in a sentence).
Standard: L.3.1(a) - Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
Subject: Language Arts
Grade(s): 3
Standard: L.3.1(d) - Form and use regular and irregular verbs.
Subject: Language Arts
Grade(s): 3
Standard: SPI 0301.1.2. - Identify the correct use of verbs (i.e. present, past, and future tense) within context.
Assessment tools: (Each lesson must have at least one assessment tool.)
KWL Chart
Graphic Apple Webb
Web 2.0 archive 15 http://www.dailygrammar.com/001to005.shtml
Vocabulary to be taught:
Child-related Web sites:
http://www.dailygrammar.com/
http://www.kyrene.org/schools/brisas/sunda/verb/enter.html
Trade books: Include the title and author.
Teacher-related Web sites:
http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/m-files/mquesty.htm
Other textbooks or media:
Kites Sail High: A Book About Verbs by Ruth Heller (Putnam, 1998)
Verbs, Verbs, Verbs by Martin Terban (Scholastic, 2002)
Supplies needed:
•
Kites Sail High: A Book About Verbs by Ruth Heller
(Putnam, 1998)
•
Verbs, Verbs, Verbs by Martin Terban (Scholastic, 2002)
•
Chart paper and colored markers
•
Computers with Internet access
•
Magazines, newspapers, books to use for collecting
sentences
•
Overhead projector and transparencies
•
Writer’s notebook or writing folders

Song “Eight Days a Week,” by the Beatles

Pronouns worksheet with song lyrics.
For the purposes of this lesson, the introductory and
culminating activities will be separate from the lesson plans.
Introductory Activity for Unit:
KWL Chart for the Pronouns lesson plan
Culminating Activity for Unit:
Links to other content areas: The unit must directly relate to at
least three of the content areas listed below. Identify the selfselected areas and provide a semantic map indicating how the
areas are addressed.
1-Math
2-Science
3-Social Studies
4-Music-Art
5-Technology
Apples activity about Adjectives
Date of Lesson: April 9, 2012
Major Content: Language Arts
Unit Title: Sentence Structure
Subject: Pronouns
Grade Level: 3
Number of Students: 20
Lesson Plan One
Lesson Goal:
Students will understand the use of pronouns that replace nouns
Objectives:
1. Students will review nouns and pronouns making a KWL chart.
2. Students will make a list of pronouns.
3. Students will listen to the Beatle’s song, “Eight Days a Week, “ making a tally mark
every time they hear a personal pronoun in the song.
4. Students will circle Person pronouns on the copy of the words to the song, “Eight Days a
Week.”
Supporting Standards:
A. Common Core Standards:
L.3.1. Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
 Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in
general and their functions in particular sentences.
B. Language Arts Standards:
 GLE 0301.1.3 Demonstrate knowledge of Standard English sentence
structure.
Checks for Understanding (Formative/Summative Assessment)
0301.1.1 Know and use appropriately the meaning, forms, and functions of nouns (including
nouns as subjects and objects, singular, plural, and possessives), pronouns (including subject and
object pronouns, substitution for nouns, agreement with antecedents), verbs (including past,
present, and future tenses; irregular verb; agreement with simple and compound subjects),
adjectives (including vivid descriptive words, comparative/superlative, articles), and adverbs
(including common formation and placement in a sentence).
State Performance Indicators:
SPI 0301.1.1 Identify the correct use of nouns (i.e., as subjects, singular and plural) within
context.
SPI 0301.1.2 Identify the correct use of verbs (i.e. present, past, and future tense) within
context.
SPI 0301.1.3 Identify the correct use of adjectives (i.e., comparative and superlative) within
context.
Required prior knowledge/skills:
Students should understand the concept of pronouns.
Students should understand that a pronoun could replace a noun or another pronoun.
Students should understand pronouns make your sentences less repetitive.
Students should be able to name some pronouns. Ex: we, you, he, she, it, they, me, us, etc.
Connection to real life:
I will show the students how pronouns are useful in writing as well as speaking. The pronoun
helps make the sentences they write or say less repetitive, as well as replacing another pronoun
when needed.
Bloom’s Taxonomy
Knowledge:
Students should recall the use of pronouns and the prior knowledge and skills
Application:
Students should understand how a pronoun takes the place of a noun and apply the facts, rules
and principles to do the work in this unit.
Comprehension:
Students will interpret and organize the facts to replace nouns with pronouns and identify the
pronouns.
Multiple Intelligences
Linguistic intelligence involves sensitivity to spoken and written language.
Provision for Individual Differences:



For my visually impaired student, I will have a paper with the words printed in larger
font.
For my ELL students I will have the pronouns written on the board on the KWL chart so
that they can see them.
For my hearing impaired students I will have a paper with the words. The ability to not
be able to hear the music will not effect the lesson.
Materials:
Song “Eight Days a Week,” by the Beatles
Pronouns worksheet with song lyrics.
Time:
The lesson will begin at 11:35. I expect the review of pronouns to take 10 minutes. I expect the
KWL chart to take 10 minutes. Making a list of pronouns will take 5 minutes. Playing the song
the first time through and taking a tally of the pronouns will take 4 minutes. I will give students
8 minutes to do the worksheet of pronouns while playing the song through 2 times while they
work on the paper. The review of the worksheet and the use of pronouns as we finish up the
KWL chart will take 10 minutes. I estimate the total time of the lesson to take 47 minutes.
Procedure:
 Attention getter: Play Beatles song, “Eight Days a Week.” Start the KWL chart when
the song is over.
 Students will make a KWL chart on the board with the teacher’s help. As the chart is
made students will review prior knowledge of nouns and pronouns.
 Ask questions:
 What are nouns?
 What are pronouns?
 Can you name some pronouns?
 A pronoun can replace a noun or another pronoun.
 You use pronouns to make your sentences sound less repetitive
 What do you want to know about pronouns?








After the KWL chart is completed have the students make a list of pronouns. Some of
the pronouns are I, we, you, he, she, it, they, me, us, etc.
Play the Beatles’ song through again.
Ask the students to follow along with the words on the worksheet listening for pronouns
and make tally marks on the paper every time they hear a pronoun. Ask how many tally
marks they counted. How many got the same answer just by listening?
Now play the song through 2 times while the students circle the pronouns on the
worksheet.
Have students count the pronouns circled on the paper. Did it match the tally marks they
counted? Put the number of pronouns circled on the top of the worksheet.
Review the pronouns used in the lesson.
Finish the KWL chart on the board.
Have students recall:
o What Are Nouns?
o What are pronouns?
o A pronoun can replace a noun or another pronoun.
o You use pronouns to make your sentences less repetitive.
Student Assessment/Reflection:
 Throughout this lesson, observe students during class discussions, group work, and
individual applications. Are students actively participating? Are they able to express their
understanding of pronouns?

Assess the completed worksheets to ensure that students are able to identify pronouns in
the song. Evaluate also their ability to explain their rationale to the class, which indicates
their understanding of the concepts and whether further instruction or practice is needed.
Name: ____________________
Personal Pronouns with the Beatles
Circle all of the personal pronouns that you see. Number of pronouns circled_________
Eight Days A Week
Lyrics:
Ooo I need your love, babe
guess you know it's true
Hope you need my love babe
just like I need you
Hold me, love me, hold me, love me
I ain't got nothing but love, babe
Eight days a week
Love you every day, girl
always on my mind
One think I can say, girl
love you all the time
Hold me, love me, hold me, love me
I ain't got nothing but love, girl
Eight days a week
Eight days a week
I love you
Eight days a week
is not enough to show I care
Ooo I need your love, babe
guess you know it's true
Hope you need my love babe
just like I need you
Hold me, love me, hold me, love me
I ain't got nothing but love, babe
Eight days a week
Love you every day, girl
always on my mind
One think I can say girl
love you all the time
Hold me, love me, hold me, love me
I ain't got nothing but love, babe
Eight days a week
Date of Lesson: April 9, 2012
Major Content: Language Arts
Unit Title: Sentence Structure
Subject: Verbs
Grade Level: 3
Number of Students: 20
Lesson Plan Two
Lesson Goal:

GLE 0301.1.3 Demonstrate knowledge of Standard English sentence structure.
Student Objectives:
Students will:
 Be able to identify action verbs, state-of-being or linking verbs, and helping verbs
 Express their understanding of verbs by participating in an interactive read-aloud in
response to the text Kites Sail High: A Book About Verbs by Ruth Heller
 Develop an awareness for the use of verbs in context by collecting sentences from
authentic texts
 Apply the skills that they have learned by working in cooperative groups and individually
use the Internet as a source for reinforcing concepts learned about verbs
Checks for Understanding (Formative/Summative Assessment)
9 0301.1.1 Know and use appropriately the meaning, forms, and functions of nouns (including
nouns as subjects and objects, singular, plural, and possessives), pronouns (including subject and
object pronouns, substitution for nouns, agreement with antecedents), verbs (including past,
present, and future tenses; irregular verb; agreement with simple and compound subjects),
adjectives (including vivid descriptive words, comparative/superlative, articles), and adverbs
(including common formation and placement in a sentence).
Language Arts Standards:
 L.3.1(a) - Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in
general and their functions in particular sentences.
 L.3.1(d) - Form and use regular and irregular verbs.
SPI 0301.1.2. - Identify the correct use of verbs (i.e. present, past, and future tense) within
context.
NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS
1. Students read a wide range of print and non-print texts to build an understanding of texts,
of themselves, and of the cultures of the United States and the world; to acquire new
information; to respond to the needs and demands of society and the workplace; and for
personal fulfillment. Among these texts are fiction and nonfiction, classic and
contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an
understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human
experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and
appreciate texts. They draw on their prior experience, 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 (e.g., sound–letter correspondence,
sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style,
vocabulary) to communicate effectively with a variety of audiences and for different
purposes.
5. Students employ a wide range of strategies as they write and use different writing process
elements appropriately to communicate with different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create, critique, and
discuss print and non-print texts.
7. Students conduct research on issues and interests by generating ideas and questions, and
by posing problems. They gather, evaluate, and synthesize data from a variety of sources
(e.g., print and non-print texts, artifacts, people) to communicate their discoveries in
ways that suit their purpose and audience.
8. Students use a variety of technological and information resources (e.g., libraries,
databases, computer networks, video) to gather and synthesize information and to create
and communicate knowledge.
9. Students develop an understanding of and respect for diversity in language use, patterns,
and dialects across cultures, ethnic groups, geographic regions, and social roles.
10. Students participate as knowledgeable, reflective, creative, and critical members of a
variety of literacy communities.
11. Students use spoken, written, and visual language to accomplish their own purposes (e.g.,
for learning, enjoyment, persuasion, and the exchange of information).
PREPARATION
1.
Read Kites Sail High: A Book About Verbs by Ruth Heller in advance of the lesson. This
book explains what verbs are and highlights all verbs in bold type. Plan some questions to ask
students during the interactive read-aloud. You can write your questions on Post-it notes and
attach them to the pages of the book. These guided questions will be used to stimulate discussion
and help you determine when to build students' background knowledge.
2.
For more information on conducting an interactive read-aloud, you may refer to the
lesson "Catching the Bug for Reading Through Interactive Read-Alouds" by Cathy J. Morton.
Although this lesson is for K–2 students and focuses on a different topic, it provides some
helpful tips in the Preparation section for planning an interactive read-aloud session.
3.
Read the text Verbs, Verbs, Verbs by Marvin Terban. This book is an excellent
background text on verbs and can be used as a resource in answering any questions you or your
students may have about verbs.
4.
Collect sentences from magazines, newspapers, and other sources to use as examples of
the different kinds of verbs:
Action verbs—verbs that show action (e.g., run, talk, grow)
State-of-being or linking verbs—verbs that show that something exists (e.g., is, seems, feels)
Helping verbs—auxiliary verbs that are used alone or in a verb phrase (e.g., will, have, was)
Daily Grammar is an excellent website that includes information on verbs and also sample
sentences for each kind of verb with an answer key (see Archive, Lessons 1–15). This site may
be used as another source for collecting examples of the different verbs.
http://www.dailygrammar.com/
Include these sentences on worksheets for students and also on chart paper or transparencies for
demonstration purposes.
5.
Arrange for students to be able to use computers with Internet access, and review the
Wide World of Verbs website. This website was created by a fourth-grade class, and focuses on
action, state-of-being, and helping verbs. Each section includes a story to help students learn
about and remember the specific verb form. Students can also take a test on the three different
kinds of verbs.
MATERIALS AND TECHNOLOGY
 Kites Sail High: A Book About Verbs by Ruth Heller (Putnam, 1998)
 Verbs, Verbs, Verbs by Martin Terban (Scholastic, 2002)
 Chart paper and colored markers
 Computers with Internet access
 Magazines, newspapers, books to use for collecting sentences
 Overhead projector and transparencies
 Writer’s notebook or writing folders
INTRODUCTION TO SKILL
Aim:
 What is a verb?
 What are the different kinds of verbs?
 What is the verb's role in a sentence?
1. Assess what students already know about verbs by asking them if they know what a verb
is. Explain the importance of verbs in a sentence and the skills students will be learning in this
lesson (i.e., the ability to identify action, state-of-being, and helping verbs).
2. Write the aim questions on the chalkboard and explain to students that the lesson will
focus on answering these questions.
3. Conduct a whole-class interactive read-aloud of Kites Sail High: A Book About Verbs by
Ruth Heller. This strategy involves reading the text aloud and posing questions during the
reading to involve the entire class in the learning process. Use the guided questions that you
prepared in advance of the lesson to stimulate a class discussion. By responding to your guided
questions, students are able to share their knowledge with one another. They can also begin to
develop answers to the aim questions.
4. As you are reading, you are also thinking aloud, allowing students to share in your
thought process. Highlight the role of the verb in a sentence. In this text, verbs are printed in bold
type, thus making it easier to identify and classify them. Focus specifically on the sections that
deal with action, state-of-being, and helping verbs.
5. Continue to ask and accept questions from students during and after the interactive readaloud. This will enable you to conduct ongoing assessment of their comprehension.
DEMONSTRATION OF SKILL
1.
Display a few of your collected sentences showing examples of action verbs,
state-of being or linking verbs, and helping verbs. These sentences were prepared in advance of
the lesson on chart paper or an overhead transparency (see Preparation, step 4).
2.
Explain where you found these sentences and why you chose them. Point out the
different kinds of verbs in the sentences you collected.
3.
Encourage students to start collecting sentences from magazines, comics,
newspapers, ads, headlines, etc. Students can gather their collected sentences in their writing
notebooks or folders.
4.
Refer to the examples of action, state-of being, and helping verbs in Ruth Heller's
book. Summarize for students how to identify these verbs in a sentence.
5.
Ask and accept questions about the different kinds of verbs that you have been
examining in this lesson. This will enable you to conduct ongoing assessment of students'
comprehension.
COOPERATIVE APPLICATION OF SKILL
1.
Distribute the worksheet that you prepared in advance of the lesson with collected
sentences showing action, state-of-being, and helping verbs (see Preparation, step 4).
2.
Ask students to work in pairs to identify and circle the verb in each sentence. Ask
them to also classify the kind of verb in each sentence, and encourage them to discuss their
reasoning with their partner.
3.
Gather students together to discuss the worksheet and explain how they identified
and classified the verb in each sentence.
INDIVIDUAL APPLICATION OF SKILL
Allow students time to access the Wide World of Verbs website. On this site, they can learn
more about action verbs, state-of-being verbs, and helping verbs. Have them read the story for
each kind of verb and also take the verb test.
Note: To further extend individual application of the skill, have students use their own collected
sentences to practice identifying and classifying verbs. This activity provides an authentic
context for the use of verbs in sentences. Make sure to also provide students an opportunity to
share their sentences and verbs with the class to reinforce learning.
CLOSE AND ASSESSMENT
Ask students to summarize what they have learned during the lesson. In addition, ask them
higher-order thinking questions to assess their understanding of verbs. (Studies have shown that
teachers ask more recall or knowledge questions than any other type of question. More higherorder thinking questions need to be asked. Types of Questions Based on Bloom's Taxonomy may
be helpful in developing these questions.) A few examples include:
 What does a verb do in a sentence? (knowledge)
 What are the different types of verbs? (knowledge)
 How can you distinguish between an action verb and a state-of-being verb?
(comprehension)
 How will you use what you have learned in this lesson to write better sentences?
(application)
 Refer back to the aim questions and determine whether students are able to answer them.
STUDENT ASSESSMENT/REFLECTIONS
Throughout this lesson, observe students during class discussions, group work, and individual
applications. Are students actively participating in the interactive read-aloud? Are they able to
express their understanding of verbs? Can they identify and classify the verbs in the collected
sentences? Are they able to answer the lesson's aim questions?
Assess the completed worksheets to ensure that students are able to identify and classify the
verbs in the collected sentences. Evaluate also their ability to explain their rationale to the class,
which indicates their understanding of the concepts and whether further instruction or practice is
needed.
Resource:
http://www.readwritethink.org/classroom-resources/lesson-plans/identifying-classifying-verbscontext-788.html?tab=1#tabs
DAILY GRAMMAR
Lessons 1-5 - Parts of Speech - Verbs
Lesson 1
Parts of Speech - Verbs
Verbs are the most important words in a sentence. Verbs are the first of the eight parts of speech
that we will be studying. Most verbs are action words, but a few verbs indicate state of being or
existence. The first lessons will be about verbs, and how they are recognized and used.
Instructions: Find the verbs in the following sentences. They are action verbs.
1. The wolf ran across the sand.
2. Sit down.
3. The dog barked at the man.
Answers:
1. ran
2. sit
3. barked
All three verbs are action verbs since they show action. Action verbs are the most common
verbs.
Lesson 2
Parts of Speech - Verbs
Instructions: Find the verbs in these sentences. These verbs will be state of being verbs.
1. My uncle is a pilot.
2. The pie looks good.
3. You seem upset.
Answers:
1. is
2. looks
3. seem
These verbs are state of being or linking verbs. Some common linking verbs are is, am, are, was,
were, be, being, been, seem, look, feel, and become. They do not show action. They just show
that something exists.
Lesson 3
Parts of Speech - Verbs
Instructions: Pick out the verbs in these sentences and tell whether they are action verbs or
linking verbs.
1. Suddenly someone sneezed loudly.
2. There are holes in my shirt.
3. He appears happy.
4. The image appeared in the mirror.
Answers:
1. sneezed
2. are
3. appears
4. appeared
Sneezed and appeared are action verbs. Are and appears are linking or state of being verbs. Some
verbs like appear can be either action or linking verbs. It depends on whether it shows action or
not. Appears above is like saying seems which shows no action while appeared above shows the
action of the image.
Lesson 4
Parts of Speech - Verbs
Sometimes a verb can be more than one word. When a verb is more than one word, it is called a
verb phrase. Verb phrases can be two, three, or four words. Verb phrases are made by using
auxiliary or helping verbs. What are the verb phrases in these sentences?
Instructions: What are the verb phrases in these sentences?
1. You are going to Seattle.
2. You have been resting too much.
3. We must be early.
4. I will be finished shortly.
Answers:
1. are going
2. have been resting
3. must be
4. will be finished
These sentences all have what are called auxiliary or helping verbs. I will refer to them as
helping verbs. There are twenty-three (23) helping verbs that should be memorized since they are
used so often. If you will memorize them, it will make knowing and understanding verbs much
easier. They are usually grouped in the following five groups:
Group 1: is, am, are, was, were, be, being, been
Group 2: has, have, had
Group 3: do, does, did
Group 4: shall, will, should, would
Group 5: may, might, must, can, could
Lesson 5
Parts of Speech - Verbs
Some of the helping verbs can be used alone as the main verb. Is, am, are, was, and were can be
used alone as linking or state of being verbs. Has, have, had, do, does, and did always show
action when used alone. Be, being, and been can be used with other verbs either to show action
or state of being. The other helping verbs cannot be used alone but only as helping verbs.
Instructions: Find the verb or verb phrases in these sentences.
1. She has too many friends.
2. You do beautiful work.
3. I was in Canada last week.
4. You are being very stubborn.
Answers:
1. has
2. do
3. was
4. are being
Has and do are action verbs, and was and are being are state of being verbs.
Quiz for Lessons 1-5
Parts of Speech - Verbs
Instructions: List the verbs or verb phrases in the sentences, and tell whether they are action
verbs or state of being verbs. For extra credit, find the helping verbs.
1. Jim plays basketball.
2. They will return on the airplane.
3. Badger is a funny dog.
4. I have been here a long time.
5. I should have been playing the drum.
6. Go home.
Answers:
1. plays - action
2. will return - action
3. is - linking or state of being
4. have been - state of being
5. should have been playing - action
6. go - action
The helping verbs are will, have, should, have, and been. The been in sentence 4 is not a helping
verb because it is the main verb. The last verb in a verb phrase is always the main verb.
Date of Lesson: April 9, 2012
Major Content: Language Arts
Unit Title: Sentence Structure
Subject: Adjectives
Grade Level: 3
Number of Students: 20
Lesson Plan Three
Lesson Goal:
GLE 0301.1.1 Demonstrate knowledge of Standard English usage, mechanics, and
spelling.
GLE 0301.1.2 Demonstrate knowledge of strategies and resources to determine the
definition, pronunciation, and usage of words and phrases.
GLE 0301.1.3 Demonstrate knowledge of Standard English sentence structure.
Objectives:
Students will
• Increase knowledge by defining adjectives and synonyms
• Demonstrate comprehension of adjectives and synonyms in a variety of ways—by using
adjectives and synonyms to describe things that they see, by using alphabet organizers
and webs to describe an object, and by identifying adjectives in a literary passage and
replacing them with appropriate synonyms
• Apply what they have learned about adjectives and synonyms by writing form poems
Practice working collaboratively to brainstorm and write their poems
Supporting Standards
A. Common Core Standards for Language Arts
NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS
4.Students adjust their use of spoken, written, and visual language (e.g., conventions,
style, vocabulary) to communicate effectively with a variety of audiences and for
different purposes.
6.Students apply knowledge of language structure, language conventions (e.g., spelling
and punctuation), media techniques, figurative language, and genre to create, critique,
and discuss print and nonprint texts.
12.Students use spoken, written, and visual language to accomplish their own purposes
(e.g., for learning, enjoyment, persuasion, and the exchange of information).
Language Arts Standards:
0301.1.1 Know and use appropriately the meaning, forms, and functions of nouns
(including nouns as subjects and objects, singular, plural, and possessives),
pronouns (including subject and object pronouns, substitution for nouns,
agreement with antecedents), verbs (including past, present, and future tenses;
irregular verb; agreement with simple and compound subjects), adjectives
(including vivid descriptive words, comparative/superlative, articles), and adverbs
(including common formation and placement in a sentence).
SPI 0301.1.3 Identify the correct use of adjectives (i.e., comparative and
superlative) within context.
Required Prior Knowledge/Skills:
Adjectives and synonyms provide students with a variety of ways to express themselves both
verbally and in writing. People, places, and things come alive when students are able to describe
them using unique or "visual" words. Which sounds more interesting to you: "The bumpy moon
is in the black sky" or "The cratered moon shines in the dark, onyx sky?" Dark and onyx are
adjectives but are also synonyms for the word black. The second sentence provides richer details
about the moon and the sky by using more vivid—and unexpected—descriptors.
Connection to Real Life:
The students will understand how to describe and talk about items. We are talking about an
apple recipe so they could make something out of that.
PREPARATION
1.
Obtain and familiarize yourself with Apples by Gail Gibbons and Hairy, Scary, Ordinary:
What Is an Adjective? by Brian P. Cleary.
You will also want to look at The Supermarket by Kathleen Krull and The Supermarket by
Harlow Rockwell, choosing one as a read-aloud to jumpstart students' thoughts about
supermarkets and all the things inside a market. The first book is geared toward slightly older
elementary students. Its colorful illustrations provide details about the market including the
sections, various aisles, sounds, smells, and fun facts. The second book provides simple
illustrations of a mother and son shopping in a market.
2.
Familiarize yourself with the Said Webs process, which provides a method for students to
think of alternatives for common words. Kathryn Laframboise, author of "Said Webs: Remedy
for Tired Words," outlines the Said Web process as follows:
a)
As a class, ask students to brainstorm words related to a selected word.
b)
Agree upon the most common words and circle those words. These words form the list of
start words.
c)
Divide the class into groups of four to five students, and assign one colored marker to
each group to designate each team's input and work.
d)
Have students categorize the start words, linking together similar words using a web,
where words in ovals are start words and words added to the web are placed in rectangles. Added
words may include both synonyms and antonyms.
e)
Ask teams to view the other group's webs and to add words to those webs in their
assigned team color.
f)
Display each team's chart and help students create a combined class web.
The Said Web requirement of requesting teams to rotate from web to web may be too complex
for elementary-level students. A modified process for webbing may be more appropriate for this
grade band and is recommended and presented in this lesson (see Session 3). However, you may
choose to use the original version if you think it is appropriate for your class.
3.
Print one copy of the Describe Your Apples handout and the Form Poem Handout for
each group of three to four students. Print two copies of the blank Alphabet Organizer handout
for each student. If you have classroom computers or a computer lab available, you may choose
to have students use the online Alphabet Organizer tool for the in-class activity and will need to
make only one copy of the blank Alphabet Organizer handout for each student. If you choose to
do this, you will need to reserve one 60-minute session (see Session 5) in the lab. You should
bookmark the tool on the computers students will be using.
4.
Print the Sample Grocery Adjectives Alphabet Organizer, the Lemon Web, and the Apple
Web for your reference (see Sessions 2 and 3). You may choose to make these into
transparencies or copy them onto chart paper to share with your students.
5.
Access the ReadWriteThink Webbing Tool to familiarize yourself with how to create a
simple web using circles. If you have classroom computers or a computer lab available, you may
choose to have students use this tool when making their own webs. You will need to reserve one
60-minute session (see Session 3) in the lab. You should bookmark the tool on the computers
students will be using.
Bloom’s Taxonomy
Knowledge:
Students should recall the use of adjectives and the prior knowledge and skills
Application:
Students should understand how adjectives and apply the facts, rules and principles to do the
work in this unit.
Comprehension:
Students will interpret and organize the facts and identify adjectives.
Multiple Intelligences
Linguistic intelligence involves sensitivity to spoken and written language.
Differentiated Instruction I will have groups so that students who need more help will be paired up with students who
know the material very well.
Materials:
MATERIALS AND TECHNOLOGY
Apples by Gail Gibbons (Holiday House, 2000)
 Apples
 Large brown paper bags
 Highlighting markers
 Thesauri and dictionaries
 Computers
 Apple web worksheet
 Describe you apple worksheet
 Markers
 Pencils
 Paper

Time: I estimate 10 minutes to talk about adjectives and synonyms before reading the book. I
estimate it will take 15 minutes to read the book, “Read Apples.” I estimate 20 minutes for the
group work and discussion. I estimate the total time for this lesson to be 45 minutes.
PROCEDURES:
Attention Getter: Show the class the book, “Read Apples,” that is going to be read to the class.
INTRODUCE ADJECTIVES
Adjectives and synonyms provide students with a variety of ways to express themselves
both verbally and in writing. People, places, and things come alive when students are able
to describe them using unique or "visual" words. Which sounds more interesting to you:
"The bumpy moon is in the black sky" or "The cratered moon shines in the dark, onyx
sky?" Dark and onyx are adjectives but are also synonyms for the word black. The second
sentence provides richer details about the moon and the sky by using more vivid—and
unexpected—descriptors.
1.
Read Apples by Gail Gibbons aloud to the class. This book has minimal text but
provides illustrations of various types of apples. Guide students to focus on the appearance
of apples, both inside and out, as Gibbons has done throughout the book.
2.
Divide the class into groups of three to four students. Give each group two apples of
the same variety—one whole and one cut into enough pieces so that each team member gets
one—and copies of the Describe Your Apples handout. Give them 15 minutes to
brainstorm and record words that describe their apples.
3.
Gather the entire class together and ask teams to share words from their lists.
Descriptive words might include: red, green, round, shiny, waxy, bruised, ripe, speckled,
spotted, or wet. Record the class list on a board or flipchart.
4.
Explain to the class that they have created a list of words called adjectives to
describe their apples. The list includes words that describe how the apples look, smell, feel
and even taste.
5.
Ask students to define adjective, working toward the definition that it is a word that
describes a person, place, or thing (noun). Talk about why adjectives are important.
Questions for discussion include:
How might adjectives be used in driving directions? (Take a right turn; follow the windy
road for five miles; go through the flashing, yellow light; we're the second, blue house on
the right.)
How might they be used in a recipe? (An apple pie recipe may include the following
adjectives: one tablespoon of brown sugar, one tablespoon of fresh lemon juice, two cups of
white flour, and a glass pie plate.)
6.
Ask students to consider why adjectives are useful and helpful. What are some of
their ideas? When do they use adjectives? Some ideas might include the following:
Choosing drinks: white or chocolate milk
Choosing breakfast: scrambled or fried eggs
Selecting a team during physical education: blue team or red team
Understanding weather and temperature: hot, cold, rainy, windy, snowy
Describing one's own feelings or state of being: tired, scared, angry, happy
CLOSURE
STUDENT ASSESSMENT/REFLECTIONS
Informally assess students' comprehension of adjectives and synonyms during class
discussions and as you circulate while students are working in groups.
Are students using and identifying adjectives or are they using other parts of speech? Does
students' work reflect an understanding of the material discussed?
Assess students' abilities to work collaboratively by observing how team members contributed to
and participated in the activity. Did every member offer suggestions and ideas? If someone
emerged as a team leader, did that person encourage others to come up with ideas as well? Did
teams engage in discussions to come to a consensus when completing activities? Observe and
comment on the team dynamics and offer suggestions so that all members participate and are
heard.
Supplemental Activities:
Read aloud Many Luscious Lollipops: A Book About Adjectives by Ruth Heller (Scholastic,
1989). Review the role of adjectives—to be specific and describe things, places, people,
thoughts, ideas, emotions, and details (such as number, color, or size). After reading and
discussion, post a colorful poster or picture on a bulletin board, chalkboard, or computer monitor.
Have small groups visit the poster or monitor to examine the details of the picture. As a class,
brainstorm words to describe the picture.
Read A is for Angry: An Animal and Adjective Alphabet by Sandra Boynton (Workman
Publishing, 1983) to the class. Ask students to create their own alphabet books describing
themselves using adjectives and synonyms. For example, A is for Ambitious, B is for Bubbly,
and C is for Conscientious. Encourage students to be creative!
Resource:
http://www.readwritethink.org/classroom-resources/lesson-plans/delicious-tasty-yummyenriching-868.html?tab=1#tabs
Team members:
DESCRIBE YOUR APPLES
List words that describe how your apples look, feel, smell, and even taste. What sounds do they
make when you bite them?
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