Grade Level/Subject/Topic: Fifth Grade/English/Adjectives and Nouns
Created by Janis Norman, Cheryl Haynes and Nancy Tuxhorn
Campbell Court Elementary School
Standards Addressed:
English SOL 5.8
The student will write for a variety of purposes to describe, to inform, to entertain and to
explain.
d) use precise and descriptive vocabulary to create tone and voice.
Pre-Assessment:
The teacher will present students with several sentences, in which they must identify the
nouns and adjectives in each.
Defining the Learning Goals: What the student will:
Know (Facts/Vocabulary):
KNOW
 Adjectives are words that describe nouns
 Using descriptive words in writing adds depth and clarity to compositions
 Using descriptive words enhances tone and voice
Understand (Big Ideas):
UNDERSTAND
 Voice shows an author’s personality, awareness of audience, and passion for his
or her subject.
 Voice adds liveliness and energy to writing.
Do (Specific Skills student is able to do after the lesson):
DO
 Choose appropriate adjectives to describe nouns
 Gain ability to shape and control language purposefully and to master the features
of objectives and nouns in composing and written expression
 Organize thoughts and choose appropriate vocabulary to convey their message
effectively
Materials/Supplies:
Flower Power template—noun will go in middle of the flower and the adjectives go in
the petals.
A variety of poems—suggestion “Wynken, Blynken and Nod”
Short stories T chart
Procedures/Activities (Include Marazano's Strategies and Bloom's Taxonomy):

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Review of previous day’s lesson. The teacher will quickly review adjectives and
nouns.
Students will be grouped according to data from the pre-assessment and teacher
observation. Desks will be placed in three groups.
Each group of students will receive a materials packet containing: activities for
identifying descriptive words instruction sheet.
Group 1 (Introduction to adjectives)
 Students will write eight adjectives describing a given noun. Students will
compose sentences using the adjectives chosen to describe the nouns. Students
will transfer their noun and adjectives to the flower template for later use on the
flower power bulletin board.
Group 2 (Intermediate group)
 This group will select two poems and use the T chart to record nouns and the
adjectives to describe them. Students will compose sentences using each of the
adjectives found describing each noun. Students will transfer their nouns and
adjectives to the flower template for later use on the flower power bulletin board.
Group 3 (Advanced group)
 This group will select two short stories and use the T chart to record nouns and
adjectives that describe them. Students will compose sentences using the
adjectives found describing each noun. Students will transfer their nouns and
adjectives to the flower template for later use on the flower power bulletin board.
(If) Differentiated Instruction:
What?
content
process
product
How?
readiness
interest
learning profile
Why (What prompted you to differentiate in this way)?
Anchor Activities:
Adjective/noun sorts
Post-Assessment:
Exit Card
Student will be given index cards on which to answer the following questions.
(1) What is an adjective?
(2) What is a noun?
(3) List five nouns and an adjective to describe them.
Closure:
Students will add flower template with nouns and adjectives to the Flower Power bulletin
board.
Teacher Reflection:
(What went well? What would you do differently? Why?)
Group 1—Instruction Sheet
1. Write eight adjectives describing the noun in the
center.
2. Write sentences using the adjectives you chose to
describe the noun in the center of the page.
3. Draw or write the noun in the center of the flower
petal diagram.
4. Choose five of the best adjectives and write them on
each petal.
Group 2—Instruction Sheet
1. Choose two poems to identify nouns and adjectives.
2. Place the nouns and adjectives in the T chart.
3. Choose another poem of your choice and identify the
nouns and adjectives. Complete another T chart.
4. Write 10 sentences using nouns and adjectives from
the T chart.
5. Draw or write a noun in the center of the flower petal
diagram.
6. Write one of the nouns and its adjective on each petal
of the flower petal diagram.
Group 3—Instruction Sheet
1. Use the text of one of the short stories to identify
nouns and adjectives.
2. Place the nouns and adjectives on the T chart.
3. Choose another short story and identify the nouns and
adjectives. Complete another T chart.
4. Write 10 sentences using nouns and adjectives from
the T chart.
5. Write one of the nouns and its adjectives from the
book on each petal of the flower petal diagram. If
there are not enough adjectives to describe the one
noun, you may choose other adjectives that could
describe the noun on you own.