LESSON SEVEN: Writing with Colorful Adjectives
LESSON DESCRIPTION
Students learn to use correct adjective forms in their writing. Students continue to read The Sign of the Beaver—chapters 17-18, while working on their bookmark glossary and literature response journal.
GRADE-LEVEL EXPECTATIONS
W2D Use parts of speech correctly in written text, including: verb tense, adjective forms
LESSON MATERIALS
§ Sources of literature
o Many Luscious Lollipops by Ruth Heller
§ Supplies
o Copy of Many Luscious Lollipops by Ruth Heller
o Two teacher created paragraphs filled with boring adjectives and incorrect adjective forms, put on an overhead transparency
§ Handouts provided
o Teacher created paragraph with 10 incorrect adjective forms
o Writing sample
§ Words to know
o analyze
o media
FORMATIVE ASSESSMENT
Students will correct a teacher-created paragraph that has at least 10 incorrect adjectives forms.
LEARNING ACTIVITIES
1. Introduce comparative adjective forms using class role playing. Give three students separate word cards on which an adjective is written in different forms, such sleepy, sleepier, sleepiest. Students act out the word on the word cards. Lead the students to discover when and why we use comparative adjective forms in writing.
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Questions for Students
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Why do we use comparative forms of adjectives in writing? When do you add the ending—er to an adjective? When do you add the ending— est to an adjective? |
2. Read Many Luscious Lollipops by Ruth Heller. Discuss the colorful adjectives use in the book. Read a sample paragraph to the class—asking them to identify problem areas.
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Questions for Students
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Why is this paragraph uninteresting? How could we change the wording to make it more appealing? Why are adjectives important in good writing? What three forms of endings do you see on the adjectives?
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3. Students write a description of their favorite food, place to visit or shop, or electronic game. Remind students to use vivid comparative adjectives and to include two examples of each form of adjective. Students confer with a partner and revise as needed.
4. Divide student into small groups and discuss chapters 15-16 of The Sign of the Beaver by Elizabeth George Speare, bookmark glossaries, and literature response journals.
5. Students independently read chapters 17-18 of The Sign of the Beaver by Elizabeth George Speare and create titles. In their literature response journal, students record three examples of colorful adjectives, especially those written with er, and est, noting the page. Students continue working on the bookmark glossary.