Adventures with Adjectives and
Adverbs
Joanna Coslett
April 16, 2012
ELED 3151
Date of Lesson: April 16, 2012
Major Content: Language Arts
Unit Title: Adventures with Adjectives and Adverbs
Subject: Parts of Speech
Grade Level: 2nd Grade
Number of Students: 20 Students
Lesson Plan One
Lesson Goal:
The students will appreciate the use and meaning of adjectives.
Objectives:
1.) Students will be able to identify the purpose of an adjective.
2.) Students will be able to recognize an adjective in a song.
3.) Students will be able to create an acrostic poem using adjectives.
Supporting Standards:
A. Common Core Standards for Language Arts
CC L.2.1.e: Use adjectives and adverb, and chose between them depending on
what is to be modified.
B. Language Arts Standards
0201.1.1 Identify and correctly use adjectives (i.e., descriptive, comparative,
superlative), nouns (i.e., common and proper, singular and plural, possessive), pronouns (i.e.,
substitution for nouns), and verbs (i.e., past and present tense, action and linking, regular and
irregular, subject-verb agreement.)
Required Prior Knowledge/Skills:
The students must have prior knowledge of other parts of speech such as nouns and
verbs. The student must also have prior knowledge of what an acrostic poem is.
Bloom’s Taxonomy: Knowledge
Sample Question: What is an adjective?
Activity: The students will use the Smart Board to recognize an adjective in a song.
Bloom’s Taxonomy: Comprehension:
Sample Question: Can you provide an example of what an adjective is?
Activity: The students will use an adjective to describe an object.
Multiple Intelligences:
Linguistic: The students will use adjectives to write a poem.
Musical: The students will listen to “Unpack Your Adjectives” and recognize the
adjectives in the song.
Differentiated Instruction:
For the students who do not understand the material, the teacher will have an extra
activity on adjectives in a learning center. The students will practice writing sentences using at
least two adjectives.
For the more advanced learner, the teacher will have the students create a story using
adjectives. They must use an adjective in every sentence. For an extension, they can use
descriptive or comparative adjectives.
Materials:
Stuffed animal for attention getter
Smart Board for activity-Flipchart with lyrics of song
Crayons or Markers for poem
Worksheet for adjective riddle
Time:
The lesson will begin at 10:00a.m.
I anticipate that setting the stage for the lesson and introducing the lesson will take ten
minutes.
Playing the song “Unpack Your Adjectives” and completing the activity will take fifteen
minutes.
Reviewing the song and what an adjective is will take another ten minutes.
I am allotting fifteen minutes for the students to complete an adjective riddle.
The students will take ten minutes to complete an acrostic poem using adjectives.
I estimate that the lesson will last approximately 60 minutes.
Set:
Attention Getter: The teacher will provide a stuffed animal for the class to observe. The class
must use descriptive words to describe the animal. They will not realize they are using adjectives
at this point.
Procedure:
First Step of the Tennessee Instructional Model
1.) The teacher will share with her students the purpose of the lesson is to identify and
recognize adjectives in a sentence. She will explain that an adjective is descriptive
and describes a noun.
2.) Using a student from the class, she will describe that student to model for the class
how to describe a noun. For example, she will use a girl from the class and describe
her as having red hair.
3.) The teacher will then ask the students to use one descriptive word to describe
themselves and share with the class.
Second Step of the Tennessee Instructional Model
4.) The teacher will play the song, “Unpack Your Adjectives”, and ask the students to
listen carefully for all the adjectives.
5.) She will play a song for the second time and have students raise their hands when
they hear an adjective.
6.) Using the Smart Board, the teacher created a flipchart with the lyrics on it. This
allows students to become interactive and circle the adjectives in the song. The
teacher will help the students recognize the adjectives.
7.) The teacher will have the students come to the board to circle all the adjectives they
see.
8.) The teacher will then split the class into groups and they will complete an adjective
riddle. The item is a food. Once complete, they class will try and guess what the food
item is.
Third Step of the Tennessee Instructional Model
9.) After the students are at their seats, she will instruct them to complete an acrostic
poem using adjectives.
10.) She will instruct the students to describe themselves using their name in the
acrostic poem.
11.) She will instruct them to use a descriptive word for every letter in their name.
Closure:
The teacher will review with her students the purpose/objectives of the lesson. She will
ask the students to share their poems with the class. She will engage in grand conversation about
the use of adjectives and the purpose of an adjective. She will close the lesson by asking the
students to go home and use adjectives to describe objects around the house.
Assessment:
Objective 1: Students will be able to identify the purpose of an adjective.
Assessment: The teacher will assess by having the students write a sentence using
adjectives to describe a noun.
Objective 2: Students will be able to recognize an adjective in a song.
Assessment: The teacher will assess by having students raise hand when they hear an
adjective.
Objective 3: Students will be able to create an acrostic poem using adjectives.
Assessment: The teacher will assess by grading the acrostic poems for correctness.
Supplemental Activities:
The teacher will have flash cards with adjectives and nouns on them. She will have the
students match the adjective with a noun. This will be in the language art center.
Reflection:
What went as planned? What went well? Why?
What did not go as planned? What did not go well? Why?
Were there any unexpected occurrences? If so, describe them.
What will you do differently the next time?
By implementing this lesson, what new insights about your own teaching did you learn?
Date of Lesson: April 17, 2012
Major Content: Language Arts
Unit Title: Adventures with Adjectives and Adverbs
Subject: Parts of Speech
Grade Level: 2nd Grade
Number of Students: 20 Students
Lesson Plan Two
Lesson Goal:
The students will appreciate the use and meaning of adverbs.
Objectives:
1.) Students will be able to identify the purpose of an adverb.
2.) Students will be able to write a sentence using adverbs correctly.
Supporting Standards:
A. Common Core Standards for Language Arts
CC L.2.1.e: Use adjectives and adverbs, and chose between them depending on
what is to be modified.
B. Language Arts Standards
0201.1.1 Identify and correctly use adjectives (i.e., descriptive, comparative,
superlative), nouns (i.e., common and proper, singular and plural, possessive), pronouns (i.e.,
substitution for nouns), and verbs (i.e., past and present tense, action and linking, regular and
irregular, subject-verb agreement.)
Required Prior Knowledge/Skills:
The students must have prior knowledge of other parts of speech such as nouns, verbs,
and adjectives.
Bloom’s Taxonomy: Knowledge
Sample Question: What is an adverb?
Activity: The students will create a post-it tree of adverbs on the board.
Bloom’s Taxonomy: Comprehension:
Sample Question: Can you provide an example of what an adverb is?
Activity: The students will make list of adverbs used to describe how something
happens. For example, carefully and quickly.
Multiple Intelligences:
Linguistic: The students will use adverbs to write a sentence.
Musical: The students will listen to “Lolly, Lolly, Lolly, Get Your Adverbs Here” and
recognize the adverbs in the song.
Differentiated Instruction:
For the students who do not understand the material, the teacher will have an extra
activity on adverbs in a learning center. The students will practice writing sentences using at
least two adverbs.
For the more advanced learner, the teacher will have the students create a story using
adverbs. They must use an adverb in every sentence.
Materials:
School House Rock
Pencil
Post-it Notes
Time:
The lesson will begin at 10:00a.m.
I anticipate that setting the stage for the lesson and introducing the lesson will take ten
minutes.
Playing the song “Lolly, Lolly, Lolly Get Your Adverbs Here” will take five minutes.
Reviewing the song and what an adverb is will take another ten minutes.
I am allotting fifteen minutes for the students to complete a sentence using two adverbs
and sharing the sentences with their classmates.
I estimate that the lesson will last approximately 40 minutes.
Set:
Attention Getter: The teacher will play the song “Lolly, Lolly, Lolly Get Your Adverbs Here” to
get the class attention and get the class interested on the lesson.
Procedure:
First Step of the Tennessee Instructional Model
1.) The teacher will share with her students the purpose of the lesson is to identify and
recognize adverbs in a sentence. She will explain that an adverb is a modifying part of
speech. It describes verbs, other adverbs, adjectives, and phrases.
2.) Using a student from the class, she will ask the student to walk from her desk to the
door quickly.
3.) The teacher will then ask the students to describe how she walked from the desk to
the door. The students will create a post-it tree with their answers.
Second Step of the Tennessee Instructional Model
4.) The teacher will ask the students to complete a task around the classroom. For
example, she will tell them to clean up the area around their desk.
5.) The teacher will tell some of them to do it quickly or slowly.
6.) She will explain that this is an adverb because it tells how something happens.
Third Step of the Tennessee Instructional Model
7.) Once the students have completed their task, she will ask them to write a sentence
about how they get ready in the morning. She will have a list of adverbs on the board
to help with their sentence.
8.) She will instruct the students to share their sentence out loud with the class.
Closure:
The teacher will review with her students the purpose/objectives of the lesson. She will
ask the students to share their sentence with the class. She will engage in grand conversation
about the use of adverbs and the purpose of an adverb. She will close the lesson by asking the
students to go home and use adverbs with their parents. She will instruct them to tell their parents
to do a task and make a note of how they did the task and bring back to class the next day.
Assessment:
Objective 1: Students will be able to identify the purpose of an adverb.
Assessment: The teacher will assess with the post-it tree using adverbs.
Objective 2: Students will be able to write a sentence using adverbs correctly.
Assessment: The teacher will assess by having the students write sentences using
adverbs.
Supplemental Activities:
The teacher will have flash cards with adverbs, adjectives, and nouns. She will have the
students make a sentence using the words on the cards. This will be in the language art center.
Reflection:
What went as planned? What went well? Why?
What did not go as planned? What did not go well? Why?
Were there any unexpected occurrences? If so, describe them.
What will you do differently the next time?
By implementing this lesson, what new insights about your own teaching did you learn?
Date of Lesson: April 18, 2012
Major Content: Language Arts
Unit Title: Adventures with Adjectives and Adverbs
Subject: Parts of Speech
Grade Level: 2nd Grade
Number of Students: 20 Students
Lesson Plan Three
Lesson Goal:
The students will appreciate the difference between adjectives and adverbs.
Objectives:
1.) Students will be able to identify the purpose of an adjective.
2.) Students will be able to identify the purpose of an adverb.
3.) Students will be able to tell the difference between an adjective and an adverb.
Supporting Standards:
A. Common Core Standards for Language Arts
CC L.2.1.e: Use adjectives and adverb, and chose between them depending on
what is to be modified.
B. Language Arts Standards
0201.1.1 Identify and correctly use adjectives (i.e., descriptive, comparative,
superlative), nouns (i.e., common and proper, singular and plural, possessive), pronouns (i.e.,
substitution for nouns), and verbs (i.e., past and present tense, action and linking, regular and
irregular, subject-verb agreement.)
Required Prior Knowledge/Skills:
The students must have prior knowledge of adjectives and adverbs. They must
know that adjectives are words that describe nouns, and adverbs are words that describe verbs.
Bloom’s Taxonomy: Knowledge
Sample Question: What is an adjective or adverb?
Activity: The teacher will have a list of nouns and verbs. The students will have to match
the adjectives to the nouns and the adverbs to the verbs.
Bloom’s Taxonomy: Comprehension:
Sample Question: Can you provide an example of what an adjective or adverb is?
Activity: The students will make a list of adjectives and adverbs.
Multiple Intelligences:
Linguistic: The students will use index cards to write adjectives or nouns.
Bodily-Kinesthetic: The students will play a “Simon Says” game using adverbs.
Differentiated Instruction:
For the students who do not understand the material, the teacher will have a book on
adjectives and a book on adverbs in the learning center. The students must read the books and
write in their writing logs a book summary.
For the more advanced learner, the teacher will have the students create a story using
adverbs and adjectives. They must use an adjective and adverb in every sentence.
Materials:
Index Cards
Pencil
Time:
The lesson will begin at 10:00a.m.
I anticipate that setting the stage for the lesson and introducing the lesson will take ten
minutes.
I anticipate the adjective activity will take fifteen minutes
I anticipate the adverb activity will take fifteen minutes.
I am allotting ten more minutes for the class to create a sentence builder using adjectives
and adverbs.
I estimate that the lesson will last approximately 50 minutes.
Set:
Attention Getter: The teacher will hold up a noun or a verb on an index card. The students will
have to raise their hand and use an adjective or adverb to describe the word on the card.
Procedure:
First Step of the Tennessee Instructional Model
1.) The teacher will share with her students the purpose of the lesson is to identify and
recognize an adjective or adverb. The other purpose is to tell the difference between
an adjective or adverb. She will explain that an adverb is a modifying part of speech.
It describes verbs, other adverbs, adjectives, and phrases. She will explain that an
adjective describes a noun.
2.) The teacher will have a sentence on the board. For example, the sentence will read, “I
see a bird.” The students must improve the sentence by adding adjectives and
adverbs.
Second Step of the Tennessee Instructional Model
3.) The teacher will ask the students to write the sentences down in their notebooks and
share with the class.
4.) The teacher will lead a discussion of each sentence and identify the adjective or
adverb.
5.) She will explain how adjectives and adverbs bring writing to life!
Third Step of the Tennessee Instructional Model
6.) The students will play an adjective and noun game. The teacher will give each student
an index card.
7.) The teacher will split the class in half. One half has to write a noun on the card. The
other half has to write an adjective on the card. The teacher will encourage students to
be creative when choosing their word.
8.) The students will then walk around the room pairing adjectives and nouns together.
The teacher will have the students read the words out loud and create a sentence using
the words. For extension, some of the students can act out sentences in front of the
class.
9.) Next, the students will play “Simon Says” using adverbs in the commands. For
example, “Simon says to slowly walk three steps.”
10.) The teacher will stop after each command and have another student write the
command on the board.
11.) The students that get “out” can call out the command using adverbs. The teacher
will encourage the students to be creative.
Closure:
The teacher will review with her students the purpose/objectives of the lesson. She will
engage in grand conversation about the use of adverbs and adjectives and the purpose of each.
She will close the lesson by asking the students to go home and create a story with their parents
using as many adjectives or adverbs they can.
Assessment:
Objective 1: Students will be able to identify the purpose of an adjective.
Assessment: The teacher will assess this during the matching game through observation.
Objective 2: Students will be able to identify the purpose of an adverb.
Assessment: The teacher will assess this during the “Simon Says” game through
observation.
Objective 3: Students will be able to tell the difference between an adjective and an
adverb.
Assessment: The teacher will assess with an adjective and adverb checklist.
Supplemental Activities:
The teacher will create a quiz on Quizlet.com reviewing adjectives and adverbs and the
purposes of each. This is also a Web 2.0 tool.
Reflection:
What went as planned? What went well? Why?
What did not go as planned? What did not go well? Why?
Were there any unexpected occurrences? If so, describe them.
What will you do differently the next time?
By implementing this lesson, what new insights about your own teaching did you learn?
Adjective Riddle
1.) I look _______________, _____________, and
________.
2.) I feel ___________, _____________, and ___________.
3.) I smell ___________and taste_____________________.
4.) You can find me _______________________________.
5.) You can eat me ________________________________.
6.) What am I?____________________________________.
Answer:___________________________________________
Adjective/Adverb Checklist
I. Underline the one-word adjectives and the adverbs in the following sentences and label them.
Adj Adv
Example: It is not easy for Margot to accept compliments graciously.
1. Cher is an excellent singer and a pretty good actress.
2. Hank thinks his rich uncle will send him a big check soon.
3. His brutal remark will not go unnoticed.
4. Frankly, the woman in that horrible caftan knows little about high fashion.
5. Lying at the side of the road was a plastic bag full of garbage that some tourists had apparently
thrown from their car.
II. Underline the dependent clauses in these sentences and label their use as adjective or adverb.
6. The book which I am currently reading is by Annie Proulx.
7. Tomatoes that are grown in California are bigger than the ones that are grown in Mexico.
8. Louise found her bracelet right where she had left it.
9. After she finished her homework, Carmen went to the gym for a vigorous workout.
10. Whenever I feel depressed, I try to think of something beautiful and incredibly musical.
11. On the way to the mall we stopped off at Bettys place because Betty serves the best ribs in
town.
12. Once you get here, we will start the party in earnest.
13. While I was sleeping, you walked out the door and left me, so Ill never forgive you.
14. The plane which I was supposed to take left at 8:30; the plane that I actually took left at 8:25.
15. People who live in glass houses shouldnt throw stones--or garbage--at anybody.