West Virginia State University

College of Professional Studies: Department of Education

LESSON PLAN FORMAT GUIDE (Updated 1/13)

Teacher Candidate: Bobbi Wiley Date: March 13, 2017

School: Winfield Middle School Grade/Subject: 6th grade
English/Lang. Arts
Lesson Topic: Using Demonstrative Adjectives

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES:

1.) Students will be able to define demonstrative adjectives.

2.) Students will be able to correctly identify demonstrative adjectives when

given a sentence structure and use them in a new way.

WV CSOs:

ELA.6.L.C15.1 demonstrate command of standards of English grammar and

usage when writing or speaking (subjective, objective, possessive). (CCSS
L.6.3)

ELA.6.L.C15.2 demonstrate command of the conventions of Standard

English capitalization, punctuation, and spelling when writing. (CCSS L.6.2)

National Standards:

NCTE/IRA 4 - Students adjust their use of spoken, written, and visual

language (e.g., conventions, style, vocabulary) to communicate effectively
with a variety of audiences and for different purposes

Time Frame:
Overall Time - 30-minute lesson
Time Frame 10-minuteTeacher Instruction and demonstration
2- minute YouTube Video
15-minute Independent practice Graphic Organizer & Exit Slip
3-minute Review of organizer and Worksheet

STRATEGIES:
Teacher led instruction, whole class discussion, whole class verbal
questioning, independent practice, higher order thinking application, teacher
modeling, PowerPoint presentation, activation of prior knowledge, graphic
organizer, exit slip.
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS:

Accommodations will be made according to the various needs of students.

For this lesson, specific seating arrangements, extended time, written and
verbal instructions, and peer tutoring and discussion will be implemented, if
needed. Extra time will be granted for students in need of that modification.
Different learnings styles will be accommodated through a variety of
teaching strategies that target the different types of learners, such as visual,
kinesthetic, auditory, interpersonal learners, non-strategic, and low
performing students.

PROCEDURES
Introduction/ Lesson Set

To begin the lesson, teacher will explain todays lesson and

expectations. Teacher will state todays objectives and instruct class to
repeat them back orally.
Teacher will proceed to lead class in a whole group review of
adjectives. Teacher will ask what are adjectives? What do adjectives
do? Give an example of an adjective. Teacher will state a sentence and
ask students to tell the adjective. This will activate prior knowledge
and lets the teacher know whether or not to move on. If students
understand adjectives, teacher will move on. If not, teacher will review
further using a different tactic, such as further explanation, writing out
definition and examples on white board.
Next, teacher will introduce demonstrative adjectives via a teacher
created PowerPoint. Teacher will read a St. Patricks Day poem filled
with demonstrative adjectives. Teacher will point them out afterwards.
Next slide will begin with the definition, telling them which ones are
demonstrative (These, That, This, Those), giving examples, and
walking them through sentence labelling of demonstrative adjectives.
Teacher will then show a 2-minute YouTube video entitled, This, That,
These, Those, showing students how to use demonstrative adjectives.
Teacher will ask questions about the video, such as, what are the four
demonstrative adjectives? which demonstrative adjective signifies a
plural form? Which demonstrative adjective signifies a singular form?
Which two demonstrates near? Which two demonstrates not near? How
do you know?

Body & Transitions:

 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

Teacher will bring up slide with example sentences, and together as a

class identify and label demonstrative adjectives. Teacher will ask for
volunteers to identify and label the adjective(s) in each example
sentence. Teacher will ask why student chose the answer they did and
have them explain, to utilize higher order thinking. Teacher will also
have students to volunteer to orally develop their own sentences using
demonstrative adjectives, which is another higher level thinking skill.
Teacher will ask for thumbs up if they understand demonstrative
adjectives and feel comfortable to move on to independent practice or
thumbs down if they need further review. If teacher receives thumbs
up from majority, will move on to independent practice. If majority
does thumbs down, teacher will regroup and review using different
approach.

To transition, teacher will click on end slide of PowerPoint containing

directions for graphic organizer and worksheets. Teacher will give
directions orally and inform students that they are written on the
PowerPoint and worksheets. This will satisfy the visual learners and the
auditory learners.

Students will be given a web style graphic organizer with blank

bubbles. They will be directed to write demonstrative adjectives in the
center bubble. From there, they will have to insert the four
demonstrative adjectives (this, that, these, those) into the four
branching bubbles. Underneath each bubble, students must fill in an
example sentence from the lesson. They must also label which
demonstrative adjective represents near and which represent far, and
which is singular and which is plural.

Last, the students will be given an exit slip, in which they must create
4 original sentences pertaining to St. Patricks Day (since it is this
week) containing the four demonstrative adjectives. They also will be
instructed to label the demonstrative adjective in their sentences. This
will be the final written assessment, looking for comprehension of
todays lesson.

Closure:

To conclude the lesson, Teacher will collect exit slips, along with todays
work.
The teacher will ask if anyone has any questions concerning todays
lesson, the graphic organizer, or the exit slip. The teacher will answer
any question students may have in relation to the lesson.
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

The last couple of minutes will focus on recap and review of todays
lesson. Reiterating, the four demonstrative adjectives and how they
apply to sentence structure.

ASSESSMENT:

Diagnostic:
To assess prior knowledge for this lesson, the teacher will ask students to
orally define adjectives, because one needs to know proper use and meaning
of adjectives, before introducing demonstrative adjectives. Knowing
adjectives shows readiness to learn at the next level. The teacher will also
assess readiness to learn about demonstrative adjectives by asking critical
thinking questions, such as, why do sentences need demonstrative
adjectives? Do you think they are necessary and why? Is there a way you can
construct a sentence without using demonstrative adjectives?
These questions will stimulate thinking for students in preparation for the
upcoming skill. If
students appear to have comprehension of adjectives, the teacher will move
on without further review to introduction of demonstrative adjectives.

Formative:

During the lesson, the teacher will assess students continuously in many
different ways. During teacher led demonstration and oral practice, the
teacher will be observing facial ques for looks of interest, comprehension,
confusion, boredom, blank stares, and disengagement. This will tell the
teacher who and how many are understanding the material. Teacher will also
be listening for correct answers and how complex they are in depth. Teacher
will engage students in responses such as, why do you think that? Teacher
will also provide wait time for answers and encourage and lead to the correct
way of thinking. The teacher will walk among students as they are working
independently to observe them as they work. Questions and feedback will be
provided if needed from students. Again, teacher will be looking for facial
cues, body language, raised hands, and struggling students, along with those
hard at work. As I walk among students I will be making sure students are on
task and looking specifically for correct identification of demonstrative
adjectives and knowing what they mean and how to construct sentences
with demonstrative adjectives correctly. (Objectives 1 and 2).

Summative:

Assessment will continue throughout the closure of the lesson. Assignments

will be checked for understanding of their independent work (graphic
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

organizer and exit slip). At the end of the lesson, students will share their
answers and discuss what they learned during the lesson in application to
the assignment. We will do another whole group recap and review, in hopes
that students have mastered this concept. The teacher will ask again the
definition and identification of the four demonstrative adjectives. I will also
ask, why do sentences benefit from demonstrative adjectives? Teacher will
look at the graphic organizer to assess comprehension of the skill set.
Teacher will also use exit slip as a form of summative assessment. This will
show that students have mastered concept and can construct new sentences
using demonstrative adjectives correctly.

MATERIALS:
Internet
PowerPoint (teachers laptop)
YouTube
Elmo
Paper
Pencils
Paper
Graphic Organizer

EXTENDED ACTIVITIES
If Student Finishes Early:
If student finishes early, he/she may sit quietly and on the back of the
graphic organizer, draw a St. Patricks Day comic strip and narrate the comic
using all four of the demonstrative adjectives to discuss the pictures.

If Lesson Finishes Early:

If lesson finishes early, students may sit quietly and on the back of the
graphic organizer, draw a St. Patricks Day comic strip and narrate the comic
using all four of the demonstrative adjectives to discuss the pictures.
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

If Technology Fails:
If technology fails, I will have my PowerPoint slides printed and we will not
watch the YouTube video. Instead, I will provide extra examples on the white
board. I will print any informational texts in advance. This was the only
technology portion to my lesson due to lack of available technology in the
school.

Resources:
I adapted my plan using and borrowing ideas from the following resources:

https://www.youtube.com/watch?v=jVy1HnIwCrc

http://www.ecenglish.com/learnenglish/lessons/what-are-demonstrative-
adjectives

https://www.teacherspayteachers.com/Product/Demonstrative-Adjective-Task-
Cards-This-That-These-Those-409447

http://www.myenglishpages.com/site_php_files/grammar-lesson-
demonstratives.php

Post-Teaching Reflections:

For this lesson, I used the graphic organizer as my teaching strategy. This
strategy worked very well for teaching grammar. The organizer allowed me
to assess how well the students learned the objectives, while also providing
them with a reference sheet to keep in their folder for future usage. As for
the lesson, I taught via my PowerPoint presentation, giving them the
definition and multiple whole class practice, and examples. I also included a
brief video to reinforce what I had taught. I could tell that students were
comprehending by seeing facial cues, such as nodding and looks of interest,
and accurately answering oral questions. I did have a couple of students
who looked like they werent paying much attention, so I called upon them
one at a time to answer a question orally. They both answered correctly and I
informed them that they needed to keep their eyes up front and ears open,
because this was important and they would need to know this material for
future assignments. When I got to the final slide and ended the lesson, I
asked them to give me thumbs up for those who understand demonstrative
adjectives and feel they could work independently with no help and thumbs
down if they felt like they needed a little more help and not ready to venture
off independently. All students gave me thumbs up and looked like they were
eager to move on to the assignment.
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

I thought this graphic organizer really helped the kids organize their
thoughts, while also encouraging them to remember and think about what
they just learned in todays lesson. It also provided them something to
reference in the future. Plus, it was a way to keep them focused during the
lesson, because they were actively filling in blank bubbles. This strategy was
a good lesson for them to apply to future lessons. I told them they can use
this with almost any type of lesson or even for preparing for exams. It is a
way to organize thoughts, facts, data, information, and study guides. It was
perfect for grammar, because it allowed them to keep branching out from
the original grammar rule. To assess the students work, I looked at their
graphic organizer to make sure they included all the necessary components
and I graded their exit slips to make sure they fully applied demonstrative
adjectives in their own original, reconstructed sentences and labeled them
correctly. This showed me that they mastered the objectives for todays
lesson. I will definitely use the graphic organizer in future lessons, because it
was simple, yet successful. If I could change something about this lesson to
make it better. I would include some more technology to incorporate more of
the ISTE standards for students. I, however, am very limited with technology
at my school. There are no computers in the room for students, and they
arent allowed to have cell phones. I am limited to the teachers laptop and
ELMO, which I used for the PowerPoint and YouTube video as exposure to
forms of technology.

Lesson objectives:
For this lesson, I thought my objectives and expected outcomes were clear
and concise. At the beginning of the lesson, I told the class by the end of the
lesson I expected them to know the four demonstrative adjectives and be
able to identify them in a sentence, but also be able to construct a sentence
with them in it, as well. I made sure these objectives were directly aligned
with both state and national standards.

Design of Lesson and Pedagogy:

My lesson contained all three parts of the lesson set (intro, body, and
closure). It was organized in a systematic way that I could flow through each
part skillfully, while teaching. It had appropriate transitions, that eased into
the next part. My strategies addressed student engagement and students
appeared to enjoy creating poems, especially in a collaborative way. My plan
promoted problem solving and critical thinking in the way they had to both
apply knowledge in deconstructing sentences and label them, while also re-
creating sentences to include skill. I also asked higher order thinking
questions throughout the lesson. There was a balance of both independent
work, group (collaborative) work, whole class work, and volunteer learning. I
made sure to use technology by allowing them to watch a YouTube video on
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

demonstrative adjectives and asking them to participate along when the

video asked questions.

Content Knowledge:
The English content is fully reflected in my plan from the way I activated
prior knowledge by questioning the students comprehension level of regular
adjectives, before allowing them to move on. It is also reflected in my lesson
activities and the way I provided the class with multiple approaches
(instruction, PowerPoint, examples, independent practice, collaborative
practice, higher order thinking questions, deconstruction, and
reconstruction). Also, in the way I differentiated instruction to meet the
needs of all learning styles. I used the data based decision making to project
to future learning of the student. For instance, my data graph shows me how
well the students mastered the intended skill and how much time to further
devote to this particular skill.

Understands Characteristics of Students

I think my plan motivated and encouraged students to learn demonstrative
adjectives, because I made it interesting and allowed them to create poems
(which I know they enjoy) and work collaboratively (which I know they enjoy).
I understand the needs of the students in this class and aimed my plan at
those styles/needs. For example, I always create a PowerPoint (for visuals),
but I also read or explain everything orally (for auditory learners). I create
questions prior to the lesson that range from basic recall to higher order
thinking (for the low and high achievers). I create activities that allow for
independent work and collaborative work (for the intrapersonal and
interpersonal learners). I also take into account the needs for special seating
arrangements, extra wait time in questioning, and the students needing
extra support. I feel this lesson was developmentally appropriate and
incorporated the things the students like, such as a St. Patricks Day theme.

Assessment:
For diagnostic, I questioned them about regular adjectives to assess prior
knowledge. It was crucial they know the difference between a regular
adjective and a demonstrative adjective, especially when labelling
sentences. I asked them if they knew what a demonstrative adjective was, to
see how much detail I needed to go into to begin the lesson. It turned out
that the students knew regular adjectives well, but didnt know anything
about demonstrative adjectives.
For formative assessment, I closely watched facial cues for recognition and
or confusion. I provided them with so many examples and opportunities to
work together as a whole class, that they seemed to catch on quickly. I saw
lots of understanding while walking among students and observing. When I
asked them for thumbs up/thumbs down, I received all thumbs up. So, we
proceeded to move on to the activity. I also paid attention to how they
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

answered the questions I asked throughout the lesson and how well they did
on the practice questions we did as a whole class together orally.
For summative assessment, I walked among students as they were working
to observe the assignment and whether they were doing it correctly. I also
stopped to offer feedback and help (if needed). I collected their graphic
organizers and graded them to make sure they comprehended every part of
the lesson. Last, I looked at their poems to see if they could construct a
sentence that met the criteria.

Management of Classroom time:

In my plan, I included my time management framework, broken down into
instructional time, time for my video, lesson, PowerPoint, and time for
activity and closure. My extended activities were identified in case my lesson
ran short. I had a back-up plan for one student or for the whole class. My
back up plan if a student finished early was to create a comic strip and
narrate using demonstrative adjectives. This was developmentally
appropriate and followed in accordance with the lesson.

Technology:
I think this category is where I fall short a lot of times. At my school
technology is very hard to access. My students actually have little to no
access, so it is hard for me to incorporate it in my lessons. For this lesson, I
used a PowerPoint presentation and allowed them to watch a YouTube video
via the ELMO.

Data Analysis:
Assessment data was collected in the form of their completed graphic
organizers. I graded them and created a data chart showing how well the
students performed on this task. I also graded their sentences using
demonstrative adjectives. This told me, as far a data based decision making,
that over all, my students mastered the skill for this lesson.

Data Based Decision Making:

In this lesson, there were two components to the assignment. The students
had to complete a graphic organizer and an exit slip. I used both as a grade
and compiled it into one score. The graphic organizer was worth 10 points
and the exit slip was worth 10 pts, for a total of 20 points. I have included a
graph reflecting the success of this lesson. All my students earned passing
grades with score above 70%. I had 14- As, 4-Bs, and 2-Cs. To break the
graph down even further to look at gender scores., there were 7 boys and 7
girls earning an A, 2 girls and 3 boys earning a B, and 1 girl and 1 boy
earning a C.
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)

Demonstrative Adjectives Asessment Grades

16

14

12

10

0
A's B's C's D's Below D

students girls boys

This chart reflects the number of students and their score in blue, the
scores of girls represented in orange, and the scores of boys represented
by the grey. In the graph, one can easily see that 14 students had As, 4
had Bs and 2 had Cs. One may also note that the graph shows equal
amounts of boys and girls earning As (at 7), 2 girls earning Bs, while 3
boys earned Bs, and 1 girl and 1 boy earning a C, while no student
earned a failing grade of a D or below.

This tells me that I did a good job at providing the students with enough
instruction, practice, and examples for them to comprehend the material.
It also tells me that I can do similar things in future planning. I see that
students responded well to the graphic organizer and exit slip practices.
Perhaps in the future I can explore different types of graphic organizers.
The exit slip is also a quick way to assess knowledge at the end of the
class or lesson. It will show me, as the teacher, whether or not to progress
to the next skill.
 West Virginia State University
College of Professional Studies: Department of Education
LESSON PLAN FORMAT GUIDE (Updated 1/13)