Beacon Lesson Plan Library
Orange County Schools
In this lesson students will compose sentences that use descriptive adjectives to describe a specific food and day that they both like and dislike.
The student uses creative writing strategies appropriate to the format (for example, using appropriate voice; using descriptive language to clarify ideas and create vivid images; using elements of style, such as appropriate tone).
-[10 Easy Writing Lessons That Get Kids Ready for Writing Assessment], Mary C. Rose, 1999, New York City, Scholastic Professional Books
-White Construction Paper 9x12
-Teacher assisted/student created list of sensory words
1. Bring in food/drink item for you to motivate students.
2. Have Synonym charts made for words good and bad.
3. Gather poster materials needed for the lesson.
4. Set up overhead for use.
5. Have adjective lists available for you to use as a reference.
Note: Students should have some prior knowledge of descriptive adjectives and synonyms before starting this lesson.
Note: The following lesson is used to teach fourth grade students in writing. It is a way to help improve their writing skills after they have already learned how to compose a narrative and an expository piece of writing.
1. Bring into the classroom a food/drink that you really like. Hold this up for the students see. Write the name of the item on the board. Then the teacher lists adjectives that describe the item.
2. Ask students to explain what types of words you have just written on the board.
3. Review what an adjective is. Tell students that when they use adjectives it helps their writing to become more alive and vivid.
4. Explain that today we are going to create sentences that describe certain foods/drinks and days that we both like/dislike.
5. After we create the sentences we will produce posters that go along with the sentences.
6. Also explain to students that instead of using the words good/bad to describe items that they like/dislike we are going to use synonyms.
7. Place on the board a chart titled “good” with a list of synonyms underneath it. Review with the students the definition of the word synonym and explain the words under the column.
8. Place on the board a chart titled “bad” with a list of synonyms underneath it. Review with the students the definition of the word synonym and explain the words under the column.
9. Brainstorm with students a list of foods that they both like/dislike. List these on the board or on chart paper.
10. Next brainstorm a list of adjectives that describe some of the foods/drinks on the board.
11. Explain that we are going to use the sentence format that looks like this: Nothing is as enjoyable as cold, icy, lemony lemonade on a hot day. Say this sentence aloud and write it on the overhead.
12. Write on the board the following:
a. Nothing is as enjoyable as a _____, _______, ______ food on a ______ day.
b. Nothing is worse than a _____, _______, ______ food on a ______ day.
13. For those students that need more challenge have them replace the food with a specific noun. Explain that the adjectives must describe the noun that they choose.
14. Have students use the sentence format to try and fill in the blanks with a food and the adjectives to describe it.
15. Explain to students that they are going to choose two foods that they like and two that they dislike. Using these words students will create four sentences.
16. Explain that students are to create four sentences using three adjectives to describe the food/drink and one adjective to describe the day.
17. Explain that the adjectives must be specific and relate to the noun they are describing.
18. Explain that the students may use the sentence format that you showed them earlier.
19. Explain to the students that when they finish their sentences they are going to create a poster.
20. They are to fold the 9x12 piece of construction paper in half and then half again to make four boxes. Inside each box they will write one sentence and illustrate the sentence.
21. Explain that you will be looking for creative posters that use appropriate adjectives to describe the noun that they choose.
22. Review the sentence format, definition of an adjective and directions.
23. Ask if there are any questions. If there are none then students may begin.
24. Circulate around the room offering encouragement as students work.
25. Review the definition of an adjective. Allow for questions from students. Have students share their sentences. Redirect students if necessary.
Students will write sentences using specific details (for example specific nouns and descriptive adjectives) that clearly relate to the focus.
The teacher will formatively assess the student’s posters by using the following rubric:
• Outstanding Achievement - (4)-The students produce a poster that accurately reflects the student’s understanding of the appropriate use of descriptive adjectives. It follows the teacher's directions. All four sentences must be written and illustrated.
• Considerable Achievement - (3)-The student’s poster is complete. The poster does not reflect a full understanding of the correct use of descriptive adjectives. All four sentences and written and illustrated.
• Little or Incomplete Achievement - (2)-The student’s poster is incomplete. Two or three sentences are written and illustrations are given for each sentence.
• Incomplete Achievement – (1) - The student does not satisfy the directions of the assignment. Only one sentence is written and illustrations are minimal.
For additional practice ESE/ESOL students can create their own list of adjectives using a thesaurus. Also when students finish the posters you could have them share their sentences and pictures with one another.
Use the search engine and type in key word adjective. A list of different activities for adjectives will appear.