Parts of Speech that Describe

Fifth Grade Reading, ESL

by Sarah Sumnicht September 23, 2018

Support your EL students in understanding and identifying parts of speech such as adverbs and adjectives in a
text. This lesson plan can also support the lesson Varsity Parts of Speech Review.

Objectives

Objectives

Academic

Students will be able to name and use articles, prepositions, adverbs, and superlative adjectives.

Language

Students will be able to comprehend a fiction text with adjectives and adverbs using word banks.

Materials and preparation Key terms

Class set of Parts of Speech: Words that

Describe TIER 2
Class set of Reading Comprehension: The
Secret Garden (text only) describe: to tell what something is like
Teacher copy of Frayer Model (optional)
Four pieces of chart paper noun: a person, place, thing, or idea
Markers in four colors
verb: an action or state of being
Red and blue colored pencils or pens
A classroom item, like a ball adjective: a word that describes a noun
Student whiteboards
Vocabulary Cards adverb: a word that describes a verb
Glossary
Teacher copy of Teach Background Knowledge
Template
Teacher copy of Writing Student-Facing
Language Objectives Reference

Attachments

Parts of Speech: Words that Describe (PDF)

The Secret Garden: Reading Comprehension (PDF)
Graphic Organizer Template: Frayer Model (PDF)
Vocabulary Cards: Parts of Speech that Describe (PDF)
Glossary: Parts of Speech that Describe (PDF)
Teach Background Knowledge Template (PDF)
Write Student-Facing Language Objectives Reference (PDF)

Get more lesson plans at https://www.education.com/lesson-plans/

Introduction (2 minutes)

Show students an item, like a ball. Pass it around and give them a moment to look at it and feel it.
Write a noun on the board to label the item (e.g., "ball"). Give students a moment to talk about what they
noticed with a partner. Then, ask students to call out words that describe it (e.g., round, squishy, red).
Record their answers on the board.
Perform an action with the item (e.g., roll or bounce the ball). Write a verb on the board to describe the
action. Give students another moment to talk with a partner. Then, ask students to describe the action
(e.g., slowly, softly, on the floor). Record their answers on the board.
Explain that the words that the students used to describe the ball and its action are parts of speech.
Provide a student-friendly definition (e.g., "categories of words that are used to make a sentence") and
then label the parts of speech on the board (e.g., "noun," "verb," "adjective," "adverb").
Tell students that they will be studying two parts of speech that focus on description, adjectives and
adverbs.

Building Academic Language

Word (10 minutes)

Draw an adapted Frayer Model on a sheet of chart paper. Write a key term at the top of the chart (e.g.,
"noun") with a student-friendly definition below. Then draw two columns under the definition. Label one
column "examples" and the second "non-examples."
Repeat for each of the three other parts of speech ("verb," "adjective," "adverb") so that you have four
charts. (Note: you may add "bullets" to each column so that there are green checkmark bullets for
examples and red X bullets for the non-examples.)
Model how to fill in a couple of examples and non-examples for one of the key words (e.g. "noun
example: ball," "noun non-example: bounce").
Hang the charts in four corners of the room and lead students through a carousel activity:
Have students count off to four to form groups. Then, assign each group a key word. Provide a
different color marker for each group.
Tell groups to discuss the key term on their chart and record as many examples and non-examples
for the term as they can.
After one minute, signal the groups to move to the next chart. Give groups one minute at each
subsequent chart to discuss and record their answers.
Once students have returned to their original chart, invite each group to read aloud their key term,
definition, and examples. Correct any errors or misconceptions and leave the charts posted for the
duration of the lesson.

Sentence (10 minutes)

Hand out the worksheet Parts of Speech: Words that Describe and review the information box about
nouns and adjectives.
As a class, generate a list of adjectives to make a word bank at the top of the worksheet. Write student-
generated words on a displayed copy of the worksheet and tell students to copy the words onto their own
word bank.
Complete two example sentences as a model for students. Then, instruct students to complete the
remaining sentences with a partner. Invite students to share their answers and correct misconceptions as
needed.
Review the information box at the top of the second page (adverbs and verbs).
Complete one sentence as an example. Then instruct students to complete the rest of the worksheet with
their partner. Invite students to share their answers and correct misconceptions as needed.

Discourse (10 minutes)

Hand out the story "The Secret Garden." Display and read the story aloud as students follow along.
Provide student-friendly definitions for new vocabulary words as needed after the first read. (Note: you
will need the text only; the question section may be removed.)

Get more lesson plans at https://www.education.com/lesson-plans/

 Tell students that they will be reading the story a second time with a partner and they will be looking for
adjectives and adverbs.
Read the first paragraph aloud and model how to identify adverbs and adjectives in the text. Circle
adjectives in red (e.g., "beautiful," "old") and adverbs in blue (e.g., "faster," "tremendously"). As you
model, point out and underline which nouns and verbs are being described.
Instruct students to read the second paragraph with a partner and circle two adjectives in red and two
adverbs in blue.
Call on students to give examples of adjectives and adverbs from the story. Instruct them to read the full
sentence aloud, and then identify the descriptive word in the sentence. Circle students' adjectives and
adverbs on the displayed copy of the worksheet. Correct misconceptions as needed.

Additional EL adaptations

Beginning

Pre-teach additional vocabulary terms (e.g., "astonished") and idiomatic phrases (e.g., "skip to a
hundred") that students will see within the text. Offer home language (L1) definitions if applicable.
Allow beginning ELs to use bilingual resources to define new words throughout the lesson.
Strategically pair beginning ELs with more advanced ELs or students who speak the same home
language.
Use a shorter text, with fewer tier two words, in place of "The Secret Garden."

Advanced

Allow advanced ELs to utilize a glossary, thesaurus, and dictionary for help with unfamiliar words.
Choose advanced ELs to share their ideas first in group and class discussions. Ask advanced ELs to add
on, rephrase, or clarify what their peers say in class discussion.
Have advanced ELs repeat instructions and key vocabulary as they summarize important information for
the class.

Formative Assessment of Academic Language (5 minutes)

Write a sentence on the board that contains an adjective and an adverb (e.g., "I carefully poured the
brown sugar into a bowl.").
Do a choral reading of the sentence. Then, ask students to find an adjective in the sentence.
Have students record their answer on a personal whiteboard and invite them to hold up their answer.
Scan student answers to gauge understanding, then have students shout out the answer. In red, circle
the word "brown" in the sentence.
Have students turn and talk with a partner about what noun the adjective was describing ("sugar"). Call
on a student to share the answer and underline it in the sentence.
Ask students to find an adverb in the sentence and write it on their own personal whiteboard. Scan
student answers to gauge understanding, then have students shout out the answer. Circle the word
"carefully" in blue in the sentence.
Have students turn and talk with a partner about what verb the adverb was describing ("poured"). Call on
a student to share the answer and underline it in the sentence.
Repeat with several sentences.

Review and closing (3 minutes)

Direct students' attention back to the adapted Frayer Models for the key terms "adjective" and "adverb"
(from the Word Level Focus activity).
Ask students to think of additional examples and non-examples to add to each list. Allow students to talk
with a partner or small group before calling on volunteers. If needed, prompt students by providing a
noun or verb for them to describe.

Get more lesson plans at https://www.education.com/lesson-plans/

 Name Date

Parts of Speech: Words that Describe

adjective + noun
An adjective is a word that describes a noun (a person, place, thing, or idea).

Example: The ball bounced. (noun)

What kind of ball? The red ball bounced. (adjective)

Remember: An adjective can be placed before the noun. The red ball bounced.

Or after the noun. The ball is red.

Directions: Make your own adjective bank. Think about words that describe shape, size, color, number,
feel, taste, sound, or smell.

red ___________________ ___________________

small ___________________ ___________________

bumpy ___________________ ___________________

stinky ___________________ ___________________

loud ___________________ ___________________

many ___________________ ___________________

Directions: Circle an adjective in each sentence. Then, underline the noun it is describing.

1. The old doctor leaves at 5:00 pm.

2. The purple balloon blew quickly through the air.
3. Julia is the tallest girl in our class.
4. Our class is awesome.
5. The tired dog sleeps by the window.
6. Yesterday, I wore a blue, striped shirt.
7. The oldest tree in California is over 5,000 years old.
8. My teacher is so nice.
9. My big, mean cat jumped out of my arms.
10. The gray bunny hopped excitedly through the meadow.
 Name Date

Parts of Speech: Words that Describe

adverb + verb
An adverb is a word (or phrase) that describes a verb (an action or state of being). Adverbs can
describe how, when, or where an action takes place.

Example: The ball bounced. (verb)

How did the ball bounce? The ball bounced quickly.

When did the ball bounce? The ball bounced all day.

Where did the ball bounce? The ball bounced on the floor.

Directions: Circle an adverb in each sentence. Then, underline the verb it is describing.
a. “How” Adverbs
1. The gray bunny hopped excitedly through the meadow.
2. My wagon rolled smoothly over the sidewalk.
3. Henry quickly jumped into the pool.

b. “When” Adverbs
1. The old doctor leaves at 5:00 pm.
2. Kendra likes to run every day.
3. On Monday, they will be painting.

c. “Where” Adverbs
1. Mom walked outside to get some fresh air.
2. The tired dog sleeps by the window.
3. We aren’t allowed to yell inside the house.

Directions: Choose an adverb to complete each sentence.

Adverb Bank
1. Peter dances ___________________________________. politely

2. The sun will rise ______________________________________. on Saturdays

3. I knocked ______________________ before entering the room. over the mountains

gracefully
4. You should _________________________ ride a bucking bronco.
never
5. We like to swim ____________________________________.
 Reading Comprehension: The Secret Garden

Name:_________________________________________ Date:__________________
The Secret Garden
by Frances Hodgson Burnett

The sun shone down for nearly a week on the secret garden. The Secret Garden was what Mary
called it when she was thinking of it. She liked the name, and she liked still more the feeling that
when its beautiful old walls shut her in no one knew where she was. It seemed almost like being
shut out of the world in some fairy place. The few books she had read and liked had been
fairy-story books, and she had read of secret gardens in some of the stories. Sometimes people
went to sleep in them for a hundred years, which she had thought was rather foolish. She had no
intention of going to sleep, and, in fact, she was becoming wider awake every day which passed
at Misselthwaite. She was beginning to like to be out of doors; she no longer hated the wind, but
enjoyed it. She could run faster, and longer, and she could skip up to a hundred. The bulbs in the
secret garden must have been much astonished. Such nice clear places were made round them
that they had all the breathing space they wanted, and really, if Mistress Mary had known it, they
began to cheer up under the dark earth and work tremendously. The sun could get at them and
warm them, and when the rain came down it could reach them at once, so they began to feel
very much alive.

Mary was an odd, determined little person, and now she had something interesting to be deter-
mined about, she was very much absorbed, indeed. She worked and dug and pulled up weeds
steadily, only becoming more pleased with her work every hour instead of tiring of it. It seemed
to her like a fascinating sort of play. She found many more of the sprouting pale green points
than she had ever hoped to find. They seemed to be starting up everywhere and each day she
was sure she found tiny new ones, some so tiny that they barely peeped above the earth. There
were so many that she remembered what Martha had said about the "snowdrops by the thou-
sands," and about bulbs spreading and making new ones. These had been left to themselves for
ten years and perhaps they had spread, like the snowdrops, into thousands. She wondered how
long it would be before they showed that they were flowers. Sometimes she stopped digging to
look at the garden and try to imagine what it would be like when it was covered with thousands
of lovely things in bloom.

Match each word to its meaning.

1. Name two or more things that Mary enjoys
about the outdoors. astonished a flower organ, like a seed

determined surprised
2. Complete the analogy.
snowdrops : flowers : : ___________ :______________ intention growing

bulb plan
A. a cold winter wind : a warm summer breeze
B. grains of sand on the beach : stars in the sky fascinating resolved or purposeful
C. raindrops : budding plants sprouting interesting

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Name: ______________________________________________________ Date: ______________________________

Frayer Model
Directions: Write your vocabulary word in the “Vocabulary Term” oval. Complete the rest of the
sections for the vocabulary term in your own words.

Definition: Sentence:

Vocabulary Term:

Examples: Non-Examples:

Image Representation:

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Vocabulary Cards
EL Support Lesson Plan: parts of speech that describe

describe noun

The ball is
red. It’s bouncing
quickly.

To tell what something A person, place,

is like. thing, or idea.

verb adjective

An action or state of being. A word that describes

a noun.
Vocabulary Cards
EL Support Lesson Plan: parts of speech that describe

adverb

A word that describes

a verb.
 Glossary for EL Support Lesson PLAN:
Parts of Speech that Describe

Word Definition Visual

The ball is
To tell what
describe something is like.
red. It’s bouncing
quickly.

A person, place,
noun thing, or idea.

An action or state
verb
of being.

A word that
adjective describes a noun.

A word that
adverb describes a verb.
 Teach Background Knowledge
Lesson Topic:
Choose a topic from the main content
lesson that will help ELs understand the
main content lesson. Your non-ELs will
already have knowledge about this topic.

Total Lesson Time:

(20 - 30 minutes)

Student-Facing Language
Objective:
Example: I can learn new vocabulary
using pictures and sentence frames.

Student ELP Level(s):

Consider each student’s ELP level and
their academic strengths when choosing
scaffolds for the lesson.

Groupings (pairs, small-groups, a teacher-led group)

Potential Scaffolds:
Choose some of these material supports
and instructional scaffolds based on each
EL’s individual strengths and needs.
Word banks, word wall, and bilingual glossaries
Sentence frames, sentence stems, and paragraph frames
Home language materials
Reduced linguistic load, repetition, rephrasing and modeling
Practice new academic skills with familiar topics

Materials & Resources List

List the materials you’ll use in the lesson.

Key Vocabulary Words (5-8 words)

List the words with student-friendly
definitions in English. Provide
definitions in student’s home language
when appropriate.

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Introduction
Access EL’s prior knowledge about the
lesson topic with a brief comprehension
check.

Potential activities:
Creating captions for images
Opinionnaires
Carousel brainstorming
Conversations with sentence starters
Time estimate for Introduction
(3 - 5 minutes)

Explicit Instruction of
Background Knowledge
Model a learning activity that embeds
the teaching of academic language and
background knowledge.

Potential activities:
Lunch brunch discussion
Teacher-created, adjusted text and
questions
Brief videos or visuals
Text-based instruction
Home-language connections
Pre-teach a small number of
vocabulary words
Show real-world objects
Complete word family or bilingual
glossaries
Word walls or word bank creation

Time Estimate for Explicit Instruction

(4 - 6 minutes)

Guided Practice
Provide an opportunity for students (in
pairs or small groups) to practice the skill
or information taught during Explicit
Instruction, offering appropriate
scaffolds as needed.

Time Estimate for Guided Practice

(5 - 7 minutes)

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 Formative Assessment
Ask students to show comprehension of
new background knowledge and
associated skills through an oral or
written task. Provide appropriate
scaffolds dependent on their ELP level.

Potential assessments:
Act out concepts
Hands on tasks
Drawings, models, or graphs
Graphic organizer completion
Captions of images
Reading response or content
area logs
Retellings
Role plays
Audio or video recordings
Oral interviews

Time estimate for Assessment

(5 - 7 minutes)

Review and Closing

Refer to the student objective and relate
information to future lessons. Allow
students to share thoughts about
whether they reached their objective
and/or mention lingering questions.
Provide sentence stems or frames for their
discussion.

Time estimate for Review and Closing

(3 - 5 minutes)

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 Write Student-Facing Language Objectives
A student-facing language objective: A teacher-facing language objective:
begins with “I can...” begins with “Students will be able to...”
is designed to raise students' self-awareness of and is designed to raise students' self-awareness of and
promote their language development. promote their language development.
incorporates a language function, grammar structure, and incorporates a language function, grammar structure, and
supports or scaffolds. supports or scaffolds.
is easy to understand for students at all levels of is intended to guide the teacher’s lesson planning
English proficiency. and instruction.

Steps to convert a teacher-facing objective to a student-facing objective:

1. Replace “Students will be able to” with “I can.”
2. Simplify challenging words but maintain key vocabulary words you’ll address in the lesson.

Students will be able to describe a character with adjectives using graphic organizers.
Language Grammar Support/
Function Structure Scaffold

I can talk about a character with adjectives using graphic organizers.

Language Grammar Support/
Function Structure Scaffold

Language Functions Grammar Structures Supports/Scaffolds

locate create identify nouns adverbs graphic organizers sentence starters

show describe infer modals academic vocabulary teacher modeling strategic grouping
sort ask questions interpret verb forms adjectives word banks/walls home language supports
tell brainstorm collect conjunctions phrases
contrast classify compare sentence structure prepositions
pronouns complex sentences
comparatives

Find worksheets,Copyright
games, lessons
© 2018 & more
Education.com LLC Allat education.com/resources
Rights Reserved
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