Basic Productivity Tools (BPT)

Lesson Idea Name: Adjectives

Content Area: Language Arts
Grade Level(s): 2nd
Content Standard Addressed: CCSS.ELA-LITERACY.L.2.1
Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.

Technology Standard Addressed: Knowledge Constructor

Selected Technology Tool: PowerPoint

URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

I will use Smartboard for all students to be able to see the PowerPoint video. I will have a transcript with the
slides for the students who have hearing impairments and for the students who are English learners. The
English learners will also be provided the video in their home language if it is available. The students can use
an IPad/computer and headphones to listen to the video to read along with the transcript. For students with
disabilities (ADHD, anxiety) I will have bouncy balls and different sitting areas for the students to
accommodate for what they need. The students who get anxious and can’t sit still will have fidget devices to
stay focused. The students who require certain technology to function will also have the required technology
to be able to properly learn. The students who are accelerated can use the adjectives to write exclamatory
sentences and work on making their sentences more complex. The students who need support will come to a
group with me after whole group time and we will work on more examples of adjectives

Lesson idea implementation:

I will write a few words (adjectives) on the board to have the students look at and think about the common
details. After I finishing writing the adjectives, I will pose the question: What is an adjective? Once the words
are written the students will talk to their shoulder partner and discuss adjectives. The students will give their
answers and we will go back to looking at the words on the board. We will go back to the words and create
sentences. The students will use their whiteboards and write sentences and I will write my own. In my
sentence, I will write the adjective in a different color to make it pop. I will ask what they came up for the
adjective definition before defining it as a word that describes a noun. The students will draw lines under
their adjectives and shout their adjectives to show differentiation. I will then show them pictures on the
SmartBoard and we will go through and I will assess them understanding which words are adjectives and the
other parts of speech we have already learned.

The students will then get into groups. We will watch my Powerpoint on Adjectives and the students will
answer the questions I ask. The students will pick between noun, adjective, or verb and make their own
Ebook. The students will be able to use mine as an example but are able to create theirs however they want
Spring 2018_SJB
 Basic Productivity Tools (BPT)
using the research they do on Nettrecker and will create their own drawings for their book. When the
students are finished, the students will come up to the Smartboard and load their video for the students to
watch. We will come back as a whole and discuss the difference between the three parts of speech. The
students will finish out the class by describing themselves using four adjectives.

Reflective Practice: I feel the activities that I have created can help the students build background knowledge
on this information and take the end project into later levels as substantial information to review. I think the
students will really enjoy this because it involves a subject that most students are really interested in. I can
further this lesson by extending into complex sentences and compound sentences and how this alters stories
when the students write them. I could use stories as ways of building background knowledge on the different
parts of a sentence and have the students create an adjective ABC book.

Spring 2018_SJB