K-Tip Lesson Plan Format

Name:  Regina Devours     Date:  February 6, 2003     Age/Grade:  __________

Subject:   LED 365         # Students:  Twenty            #IEP Students:  none

Major Content:  descriptive words    Unit Title:  NA

Objective(s):

     Using the story the student wrote about his or her field trip to the zoo, the student will add
       at least four descriptive words to their story by adding carrots to insert the new words into their
       story..

Connections:

Kentucky's Learning Goals and Expectations
(Goal 1):
Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.
(Expectation) 1.11
Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

Program of Studies:
(Writing 1.11):  Content/Process
Students will use details, explanations, and examples to support ideas for specific audiences and purposes.

Core Content for Assessment:
(WR-E-1.3)  Literary Writing
Literary writing artfully communicates with the reader about the human condition.  Literary forms in the  portfolio include poems, short stories, and scripts.

• descriptive language

Context:

This objective is the third in a series to teach the student parts of speech.  The lesson objectives deal with nouns, verbs, and adjectives.  In each of the lessons an individual part of speech is addressed and explained to the student.  The lesson follows objectives over nouns and verbs.  In these lessons the student was introduces to sentences being complete with a noun and a verb.  This lesson on descriptive words or adjectives deals with encouraging students to spice up their sentences by adding new descriptive words to them.

Resources:

•  Overhead projector will be used to demonstrate descriptive words and sentences on transparencies
•  Attached Worksheet   Page 21 out of Language arts teacher workbook

Procedures:

• Initiation:

1. Talk to the student about their field trip to the zoo.  Encourage each student to recall the animals and attractions at the zoo.
2. Then, instruct the student to write a short paragraph no longer than one have of a page in length to write about their zoo experience and allow about ten minutes for the student to write the story.
3. Next, have the children to lay this paper over to the side of desk for now.

Modeling:
1. Give detailed explanation of adjectives as being describing words that answer particular questions about nouns.
2. Explain to student that a describing word can tell what kind of noun it is, which kind of noun it is, or how many of that noun there are.
3. Put transparency #1 up on the screen to allow student to view first sample sentence.

                       Sample Sentence #1:  My shirt is dirty.

          On the transparency make a circle and insert the noun (shirt) and have student to answer with
          words to describe the shirt and draw out from the circle to list the describing words

                    Have student to fill in words that describe the shirt so that one can develop a picture of the shirt in
                    their mind.

                     Demonstrate inserting the new words into the sentence by using carrots on the
                     transparency and explain to the students that a carrot (^) is  just a way of showing exactly
                     where the added words belong in the  sentence.

                   4. Take second sample sentence and have students give words to describe the nouns (cat and dog
                       in this sentence.

                 sample sentence #2:  The cat and the dog are fighting.

                   Insert nouns into circles and fill in lines from them describing these
                    nouns on the transparency.  Have the students supply the descriptive
                    words to add to the sentence and you write this for the student to see
                    correctly inserted into the sentence using carrots.

5. Take third sample sentence and follow the same steps with the

                     student as with sample sentence #1 and sample sentence #2.

 Guided Practice:

1. Hand out worksheet #1 to students and allow them to work the first example on the page.  Allow a couple of minutes to complete the task.
2. Walk around the room to observe that each student is participating in the activity by completing the first sentence on the worksheet.
3. Go to transparency and work the sentence out with the student so he or she can see the correct places to insert the carrots and the correct way to use describing words.
4. Instruct students to complete sentence #2 on the worksheet and allow a couple of minutes for students to complete the task.
5. Walk around the room to observe that each student is participating in the activity by completing the #2 sentence on the worksheet.
6. Go to transparency and work the sentence out with the student so he or she can see the correct places to insert the carrots and the correct way to use describing words

 Independent Practice:

                  Have students to take out the story that they were asked to complete earlier
                  about their zoo trip and have them to add descriptive words into the passage
                  by inserting carrots correctly.

                  Give the student about ten minutes to do this and then take up the papers for
                  evaluation and assessment.

 Closure:

1. Review key elements of lesson with students regarding descriptive words by restating that descriptive words are used to spice up or elaborate nouns to allow for more detailed pictures of the particular item.
2. Ask student if he or she has any questions about the lesson or parts of the speech especially descriptive words.
3. Answer questions as asked to clarify lesson.
4. Guide student to be prepared to include descriptive words in the next assigned journal entry.

Student Assessment:

Tool:  Using a scoring rubric, teacher will read each story to determine how many descriptive words the student added to the passage to enhance the story about the zoo.  (See attached scoring rubric)

Criteria: Student demonstrates ability to identify and insert descriptive words before nouns by inserting descriptive words into a story, which was written earlier in the lesson by the student and then taken up and assessed to see how many descriptive words were inserted into the story by the student to determine grading according to the scoring rubric.

Bibliography:

Kentucky Department of Education (1999).  Core content for assessment.
       Frankfort, KY:  Author.

Kentucky Department of Education (1998).  Program of studies.  Frankfort, KY:  Author.

Lesson Plan by Pamela Janoski.

Transparency #1

1.  My shirt is dirty.

2.  The cat and the dog are fighting.

3.  My mom, my dad, and my sister
     came to my party.
 

Transparency #2

1.  Birds love to fly.

2.  Trucks make noise.

3.  Girls like to sing songs.

4.  Boys can climb trees.

5.  People enjoy movies.

6.  Monsters will play games.
 

Scoring Rubric

4  Student identifies and inserts more than four accurate descriptive
    words into the story by correctly using carots.

3  Student identifies and inserts four accurate descriptive words by
    correctly using carots.

2  Student identifies and inserts at least two accurate descriptive words
    into the story by correctly using carots.

1  Student identifies and inserts at least one accurate descriptive word
    into the story by correctly using carots.

0  Student does not identify or list any descriptive words into the story.