UNLV Student: Tamara Brazell

PSMT Name: Mrs. Gluck

Lesson Plan Title: Colorful Hats Using Adjectives

Topic: Adjectives

Date: 10/07/2014

Estimate time: 25 minutes

Grade: 2nd

School Site: Bailey ES

1. State Standards:
- L2.1E - Use adjectives and adverbs, and choose between them depending on what is
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to be modified
L.2.1F - Produce, expand, and rearrange complete and simple and compound

sentences
2. Teaching Model:
- Direct Teaching Method with Whole Group Lesson and an individual worksheet
3. Objectives:
- The students will be able to understand the meaning of adjectives and practice how to
-

use them.
The students will be able to describe different types of hats using adjectives.
They students will be able to use adjectives to write a detailed sentence describing

their favorite hat out of the pictures and examples provided.

- The students will also be able to share their sentence with the class.
4. Materials and Technology Resources:
- Sentence Worksheet
- Smart board to display the pictures of the hats when the class comes up with
adjectives
- The white board with magnets to hang the pictures that are printed out
- Pencil
5. Instructional Procedures:
a. Motivation/Engagement: 1-3 minutes
- The teacher will greet the class and open a small discussion about what we know
-

about hats and what we use them for.

We will also discuss who likes hats and who wears them often.
The teacher will ask the class what an adjective is. The teacher will remind the
students they are our colorful and describing words. Adjectives make the sentences
better!

We use adjectives to describe the color, shape, texture, odor, taste, number and sizes

of people, places and things.

b. Developmental Activities or Learning Experiences: 15-20 minutes
- The teacher will display the first picture of the hat and ask the students to start
describing the hat using adjectives. The teacher will write the adjectives all around
the picture of the hat. We will continue doing this with the rest of the pictures until all
-

of the pictures have at least 4 adjectives.

The teacher will hang all of the pictures on the white board so the students can see
them then, the teacher will pass out the worksheet.
The students will write a sentence describing their favorite hat.
Examples would be:
I love/like the baseball cap because it is small, blue and comfy.
I love/like the cowgirl hat because it is big, shiny and purple.
Once they are finished with their describing sentence, the students will draw a picture

of their favorite hat out of the pictures that are displayed on the whiteboard.
c. Closure:
- The teacher will recap shortly about what we learned today such as being able to
describe things with adjectives! The teacher will have the students call out some of
-

the adjectives that we came up with in class one at a time.

The teacher will have a few students read their sentence to the class. The more time

available, the more sentences will be shared.

d. Extension and Contingency Plan:
- If there is still time left in the lesson time frame, the students could talk with their
-

shoulder buddy about the hat that they drew.

If time runs out, the students can keep the worksheet in their classwork folder and

work on it when they have free time in class.

6. Modifications and Accommodations:
- The teacher will observe as students are writing their sentences and help them
-

complete a whole sentence with guidance if necessary.

Any IEP student plans or 504 accommodations can be met because we can always
allow the student more time than the rest of the class is given to finish their work

before turning it in. The teacher can also give extra help to guide the student or have
another student work with the student needing help to write their sentence.

7. Student Assessment:
- As the formative assessment, the teacher will see that the students have background
-

knowledge of adjectives with the opening discussion.

The teacher will know the students understand the meaning of adjectives when we

describe the different hats as a class on the Smart board.

The teacher will check for understanding when the students turn in their worksheet.
The teacher will be able to see that the students were able to use the adjectives in a

sentence.
As the summative assessment, the teacher will ask the students to read their sentence

to the class to share what they learned.

8. Homework:
- Students will be given a worksheet that has them do the same type of exercise they
completed in class, but describing anything they choose in their house. Some
examples are their parents, siblings, pets, favorite toy etc.
9. Reflection: (After the Lesson is taught)
Were my expectations met or not met?
My expectations were met during this lesson because the students did a better job
at the worksheet than I thought they would. This is my second lesson plan where they
needed to write a sentence, but it was less structured. I feel that they did a great job
because their sentences about their favorite hats were well thought out and made sense! I
liked the idea of having them raise their hand when their sentence was complete so I
could give them the okay to continue on to drawing their picture. This allowed the
students who needed more time to write an awesome sentence time to finish up. My
lesson ran about 23 minutes. It was perfect except that I forgot to have a couple students
share their sentences out loud. I was so excited that they all wrote good sentences that I

forgot to have them share with the class. Having them share what they wrote next lesson I
teach will definitely be on my agenda. My mentor teacher was overall pleased with the
lesson. She liked how I included all the children by not only calling on them, but using
the thumbs up if its right and thumbs down if it is not tactic. As the students were calling
out adjectives to describe the hats, I had the whole class use thumbs up and thumbs down
to see if they agreed or not. I added this in to get the class more involved because it didnt
seem to interesting at first for them, but overall I was pleased with the activity and their
academic performance. I also loved that my mentor teacher suggested I use the smart
board, and it worked out great! I didnt need to post the printed pictures on the white
board because all of them were displayed on the smart board with the adjectives
surrounding them.