Adjectives

__**Minilesson on Adjectives- Initial Idea**__

Adjectives have the power to enhance student writing, or any type of writing for that matter. When an object is described, it's as if it comes to life! I want to teach a mini-lesson on adjectives because I believe that students would greatly benefit from including them in their writing.

First, I will define what exactly an adjective is and give examples. I will show students a sentence/paragraph that does not include adjectives and then I will show them one that does. From this, they will be able to see the major differences and how adjectives add life to the writing. Hopefully after seeing this, students will have a better understanding of how adjectives can be useful to them in their own writing.

Next, I will introduce an activity: The Adjective Picture (I got this idea from the article we read for class titled, "Teaching Writing and Grammar in Context" by Scott Peterson). First, I will ask students to think of a simple object. It can be one in the classroom or one they have a clear picture of in their heads. Then, students will be instructed to write their object in the center of a bubble map. They will think of as many adjectives as they can and write them down on their bubble maps. After that, students will draw a simple outline of their object on a separate piece of paper. Students will then write as many adjectives as they can (using the ones they brainstormed on their bubble maps) on the outline of their object. Note: I will show students an example of one that I completed

// Thanks for your e-mails, Tara! Again, you have a good plan in mind -- see my responses for specific feedback. I look forward to reading more. Best, Dr. Y //

Rough Draft of Language Focused Minilesson
**Tara Hill**, ECI 430, 10/13/2010

**Lesson Title:** Using Adjectives and Verbs to Enhance Writing

**Context:** Adjectives have the power to enhance student writing, or any type of writing for that matter. When an object is described, it's as if it comes to life! I want to teach a lesson focusing mainly on adjectives because I believe that students would greatly benefit from including them in their writing. I want to build upon this part of speech by also introducing verbs later on in the lesson. This way, students can see how to incorporate descriptive phrases in their writing. Students will be writing an adjective/verb poem that stems from their completed bubble maps where they will have brainstormed adjectives and verbs for their specific object/topic. I also tried to incorporate the language exploration and awareness approach in this lesson.

**Plan Number:** N/A

**Primary Instructional Objective and Related NC Course of Study Standard for MG LA:** · Students will be able to define what an adjective is. · Students will be able to identify adjectives in a paragraph. · Students will be able to define what a verb is. · Students will be able to successfully use adjectives and verbs to enhance their writing, specifically in the format of a poem. · NC Course of Study 6.01- Demonstrate an understanding of conventional written and spoken expression by: demonstrating the different roles of the parts of speech in sentence construction.

**Materials/Technology Resources Required:** · Overhead projector · Dry Erase board/Markers · Two passages- one with adjectives and one without · Copies of the two passages for each student · Bag of random objects · Notebook paper /pencil for bubble maps and poem · Computer paper for Adjective Pictures · Markers, Colored Pencils, Crayons- to decorate Adjective Pictures

**Time:** 50 minutes

**Instructional Procedures/Steps:** 1. //Introduction:// I will begin by putting up two short paragraphs on the overhead projector. One passage will include adjectives, while the other will not. I will provide students with a copy of the passages as well. I will tell them to take a minute to read and analyze the two different paragraphs to see if they can tell what is different about them. 2. //Discussion:// Next, I will ask students to tell me their thoughts and conclusions about the paragraphs. If students do not realize that one has adjectives while the other doesn’t, I will give them hints and point them in the right direction. As a class, we will then collaboratively come up with the definition of an adjective. From their observations, students will formulate the definition of an adjective and I will provide guidance as needed. I will record students’ ideas on the board. 3. //Activity 1//: Next, I will introduce an activity called The Adjective Picture. I will bring in a bag of random objects and each student will pick one item out of the bag without looking. I will tell them to make a bubble map, with the name of their object in the center bubble. Students will then list as many adjectives as they can think of in the bubbles surrounding the object. Next, I will tell students to sketch an outline of their object on a separate sheet of paper. Then, they will write all of their adjectives around the object so that the adjectives become the outline of the object. I will bring in an example of an adjective picture that I previously completed so that students will know exactly what they are doing. Students will be encouraged to draw in details of their object instead of just doing an outline. After this is completed, the pictures will be hung up around the room to serve as a good reminder of examples of adjectives. 4. //Activity 2:// Next, students will be told that they are going to be constructing an adjective/verb poem of their object. Since students have already thought of words that describe their topic (adjectives), they will then be told to think of action words that go along with their adjectives and nouns. For example, if a student has a flower for their object- a beautiful flower would bloom. I will explain that action words are called verbs. Students will then add their action words to their bubble maps. Students will then be told to write expanded sentences based on their clusters in the form of a poem. 5. //Closure:// If students do not finish their poems in class, they can be finished for homework. Students will be told that they will turn in their finished piece of writing when it is completed and it will ultimately go in their writing portfolios.

**Evaluation:** I will be able to evaluate what students have learned from this lesson by observing them through their processes of brainstorming, completing their bubble maps, and creating their adjective pictures. I will especially be able to assess what students have learned from looking at their completed adjective/verb poems.

**Accommodations:** N/A

**In Retrospect/ In Reflection:** N/A

**Appendix of Materials Needed:**

//Passage found at: http://www.philseflsupport.com/grammarwordsession.htm//

**Passage with adjectives:** She hated London - hated it at the very first sight of the foggy streets filled with drab crowds hurrying home, the shop windows glowing feebly in the misty twilight, the huge buses reduced to dim red rumbling shapes that seemed to appear from nowhere out of the smoke and fog. She particularly hated this dingy, dark, ugly room, with its broken-down furniture and the hissing gas fire in the fireplace that went out if you forgot to keep enough shillings to feed into the coin slot.

**Passage without adjectives:** She hated London - hated it at the very first sight of the streets filled with crowds hurrying home, the windows glowing in the twilight, the buses reduced to shapes that seemed to appear from nowhere out of the smoke and fog. She particularly hated this room, with its furniture and the fire in the fireplace that went out if you forgot to keep enough shillings to feed into the coin slot.