West Virginia State UniversityCollege of Professional Studies: Department of Education

LESSON PLAN FORMAT GUIDE (Updated 8/17)

Teacher Candidate: Rachel Wolfe Date: 9/29/2017School: Richmond Elementary Grade/Subject: First/Language Arts Lesson Topic: Adjective Monsters

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES1) Students will properly identify adjectives.

WV CCRsELA.1.31 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

ELA.1.36 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

NATIONAL STANDARDSStudents apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. The draw on their prior experiences, 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.

MANAGEMENT FRAMEWORK

Overall Time- 30 minute lesson

Time Frame- 10 min. teacher intro and book reading

10 min. student activity

10 min. regroup for assessment and closure

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONSThe story will be read aloud to the students as well as pictures being shown to accommodate auditory and visual learners. The students will complete a hands-on activity to supplement the story being read to accommodate kinesthetic learners.

PROCEDURES

1. ANTICIPATORY SET I will let the students know that the lesson will focus on identifying adjectives. I will ask them if they remember Mrs.Tomlin teaching them about adjectives. I will show a picture of Oscar the Grouch and ask them to describe him using adjectives.

2. ASSESSMENT Diagnostic/Pre-Assessment: I will check for prior knowledge by asking the students:1) Can anyone tell me what an adjective is?2) Can anyone give me an example of an adjective?Students will respond with thumbs up or down and then use a “me too” hand signal (used by their class to show they are all in agreeance) with the verbal answers provided.

3. INTRODUCTIONI will review what adjectives are and provide multiple examples. Ex: adjectives chart located in the classroom. I will tell the students that I am going to read a story titled “I Need My Monster” and ask that they be quiet and pay close attention to the monster’s descriptions. I will begin reading the book and place special emphasis of the different descriptions of monsters introduced throughout the story.

4. BODY & TRANSITIONSFormative Assessment: Observation of the students completing their adjective monsters. I will walk throughout the classroom monitoring the students work and providing oral feedback.

After the story has been read aloud to the students, they will each return to their assigned seats.

Each student will be provided with a monster sketch sheet and asked to create and color their own monster. Students will write adjectives that help describe their monster.

5. CLOSURESummative Assessment: Teacher made assessment (see attached)Students will place their adjective monsters in their mailbox and return to their seats.Students will be provided with an assessment that requires them to identify the adjective within the sentence. I will read aloud and complete the example listed with the students and ask if there are any questions before moving on to the first question. I will also display the assessment using an Elmo. Once the assessment is complete, I will collect them from the students.

STRATEGIESTeacher/student led discussion, guided instruction, teacher modeling/demonstration/simulations, and inquiry learning.

MATERIALS

Book titled “I Need My Monster” by Amanda Noll, Monster Adjective sketch sheet, pencils, crayons, Elmo, SmartBoard, and teacher made assessment.

EXTENDED ACTIVITIES

If Student Finishes EarlyIf a student finishes early, they will be provided with additional sketch sheets and be permitted to draw a new monster and describe its characteristics using adjectives.

If Lesson Finishes EarlyIf the lesson finishes early, students will be provided the opportunity to share with the class their monster and the adjectives they used to describe it.

If Technology FailsIf the Elmo and Smartboard are not available for use, I will read the assessment aloud with the students.

POST-TEACHING

ReflectionsOverall, I believe the lesson went well. I feel this way because the students were excited and engaged throughout the lesson and also performed well on their assessments. The strengths of the lesson include the use of a variety of visual aids to better accommodate different learning styles, clear learning objectives, and appropriate assessments being performed. The weaknesses of the lesson include limited time allotted to teach the lesson as well as some materials used. For example, the drawing portion of the monster adjectives sketch sheet was enjoyed by all students but they struggled to write out the adjectives used to describe their individual monsters. Mrs.Tomlin and I helped the students by writing the requested adjectives out on their dry erase boards. I considered creating a word bank of adjectives for the students to use but I feared it may hamper their creativity when creating their monsters.

If I were to teach this lesson in the future, I would create a new sketch sheet that includes less spaces for adjectives. I think four to five would be more appropriate for this age group rather than the nine spaces listed on the sheet I used. I didn’t notice a lot of individual struggles but I did note a few children who were so focused on correctly sketching and coloring their monsters that they required verbal cues to pace themselves appropriately in order to complete the portion that required them to list the adjectives. I originally created the lesson and listed the objective in a long-winded manner, however I revised the objective by simplifying and shortening it to make it more precise. I feel the objectives were aligned with West Virginia and National standards, appropriate to the lesson and students, and measurable. The lesson plan was well organized and contained all necessary components with an easy to understand explanation of each. Mrs. Tomlin had previously introduced adjectives to the class and thus I tried to activate and assess prior knowledge by referring back to her lesson and asking questions. I chose activities that appropriately reinforced the learning objective and assessments that were developmentally appropriate and aligned with the objective.

In regards to management and classroom time, I created a time framework for the lesson that I felt would be appropriate and provided relevant extended activities to be used if needed. However, after teaching the lesson, I feel I should have allotted more time for student activities such as completion of the monster adjective sketch sheet. I initially created the lesson without use of technology but decided to incorporate technology use after receiving constructive feedback. Thus, I chose to display the picture of Oscar the Grouch used to discuss adjectives at the beginning of the lesson on the Smartboard and the Elmo to display the sample monster and the assessment. The lesson plan correctly followed the WVSU lesson plan format and was submitted on time. After teaching the lesson, collecting and grading the students’ assessments, and reflecting upon the lesson as a whole, I now feel more confident about teaching the lesson in a more effective manner in the future.

Data Based Decision Making

21 students total

After reviewing the students’ assessment scores, I feel confident that my lesson was effective. 17 of the 21 students received a perfect score of 10/10 on the assessment. The remaining 4 students received a slightly lower score of 7.5/10. The majority of the students performed well on the assessments and no student received a failing score. Thus, I feel it is appropriate to move on secondary to the students’ scores indicating their ability to properly identify adjectives which meets the lesson’s learning objective.

Name: ________________________________

Read the following sentences and circle the adjective.

1. The monster was very hairy.

2. The monster had sharp claws.

3. Gabe’s green ooze was all over the floor.

4. Ethan wanted a scary monster.

Adjectives