Dionne Canterbury
CI 471
Mrs. Jeffers
Level II Clinical Experience
Dictionary Race: Verbs, Adjectives, and Adverbs #5
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Rationale – Students practice using their dictionaries while participating in group racing.
They will identify words as being a verb, adjective, or adverb. During the race, the
teacher writes down their words on poster boards for display and future references.
Afterwards, the students will rewrite a short paragraph using the verbs, adverbs, and
adjectives they found during the activity.
Goals and Objectives
a. Instructional goals: Students will…
 identify and list adverbs, adjectives, and verbs from a dictionary.
 practice using a dictionary.
 apply rules from their writing rubrics.
 recognize the importance of adjectives and adverbs in written work.
 write longer sentences using verbs, adjectives, and adverbs.
b. Specific objectives:
 Students will know how to organize verbs, adverbs, and adjectives into
sentences.
 Students will know how to recognize adverbs, adjectives, and verbs using
a dictionary.
 Students will be able to use prior knowledge and new knowledge to write
a better paragraph.
c. West Virginia Content Standards and Objectives:
RLA.O.2.2.08 use grammar in written composition (e.g., correct subject/verb
agreement, simple adjectives, adverbs).
RLA.O.2.2.11 use a variety of sources to gather information to communicate with
others (e.g., dictionaries. Informational books, pictures, charts, indexes, videos,
television programs, guest speakers, graphic organizers).
Essential Question(s) – Why are adjectives and adverbs important?
Procedure –
a. Lesson introduction: Use the magic hat to make 3 teams: Miss Bell, Miss Jarrell,
and Mrs. Canterbury. Have students get their own dictionaries and highlighters
when moving to their group. Ask essential question above. Display the short,
choppy, paragraph using the ELMO. After having a student read it, ask what
could be wrong with this and how could we fix it? Explain how to use the
dictionary to find out if a word is a verb, adjective, or adverb. Teachers assist for
understanding before moving on.
Dionne Canterbury
V.
VI.
CI 471
Mrs. Jeffers
Level II Clinical Experience
b. Lesson development: Teachers need one sheet each of the fancy poster board
and their own color marker, different from the other two teachers’. I will get the
cooking timer. Explain the activity to everyone. First, Miss Bell needs to write
ADVERBS at the top of the poster, Miss Jarrell writes VERBS, and I’ll write
ADJECTIVES. The timer will go for five minutes for each of the three rounds,
totaling 15 minutes. The students find as many words as possible, highlight it
after the teacher says it is correct, and the teacher writes it down. Times up,
time to rotate the poster boards. Only this time and next time, they can not
duplicate any words. After three rounds, all groups should have had each poster
board at least one time. Game over, time to check the result and see how each
group did. We will know the groups words they found by the color of the
marker. Tape the poster boards up so everyone can see them.
c. Lesson closure: Do you think you could use some of these adverbs and
adjectives to make this paragraph on ELMO better? Listen to my example before
you start, and see if you think it sounds better than the first. I will read them my
revised version and discuss. I will pass out writing paper and explain how I
would like for them to take each sentence and reword it, like I did. It does not
have to be exact, so you may add or delete words to make it say what you want
it to. I also, want you to use the words from our adverb, verb, and adjective list
to help. Recall or use your writing rubric for capitalization and punctuation rules.
d. Lesson contingency: Students can share their paragraphs with the class.
Students can draw an illustration to go with their paragraph.
e. Pacing guide:
f. List of questions:
Daily (formative) Student Assessment – Participation with groups. Completion of a
rewritten paragraph following the directions given.
Materials, Equipment, and Resources
a. 24 student own dictionaries
b. 3 fancy boarder, poster boards
c. 3 different colored markers
d. EL MO
e. Prewritten paragraph I made (short and long version)
f. 24 highlighters
g. 24 pieces of paper
h. 24 pencils
i. 1 cooking timer
j. 1 roll of tape
Dionne Canterbury
VII.
VIII.
CI 471
Mrs. Jeffers
Level II Clinical Experience
Modifications for Diverse Learners – The length of the rewritten paragraph can vary.
Students with vision problems can sit close to the projector board when I am using the
ELMO.
Reflection and Revision
a. Reflection: Most of the students did well with this lesson, but a few of them
were totally lost. They had not had much experience with dictionaries yet. The
teacher loved it and said it was a good experience. The winners liked getting the
Olympic necklaces I gave them. We never had time to do the paragraph at the
end. The teacher assured me it is good to over plan. The words we found in the
dictionary were way too hard for the students to use in their paragraphs anyway.
On the positive side, they were able to learn some meanings of some new
words. I was a little worried about what words they were going to find in their
dictionary.
b. Revision: I think it would have gone smoother if the students had practiced with
the layout of the dictionary first. I later realized that the winning group had 3
more people than ours did. Some how they got messed up. Oh well. One boy in
my group showed me how his highlighter was making the words in his dictionary
look worse. I will have to see how everyone else’s looks.
Dionne Canterbury
CI 471
Mrs. Jeffers
Level II Clinical Experience
We are Miss Jarrell’s students. Miss Bell helps us. Mrs.
Canterbury helps too. We learn. We eat lunch. I have friends. School
is great. I enjoy. It’s hard. We go home.
We are Miss Jarrell’s talented, second grade students. Miss Bell is
nice and she kindly helps us everyday, except on Fridays. Lately, this
new teacher named Mrs. Canterbury, has been happily, helping us
learn too. Most of the time, we learn about important things that West
Virginia and the United States wants us to know. My favorite part is
when we get to eat that delicious, hot, lunch. I have two best friends,
in my class, from last year. Our big, brown, school is a great place to
spend half of my day. I always enjoy getting to go outside, especially on
these warm, sunny, spring days. It’s hard sometimes, but we always
have to come back into our precious classroom. Then, I know it is
almost time for our twenty four smiling faces to go back home.
Dionne Canterbury
CI 471
Mrs. Jeffers
Level II Clinical Experience