Generic Lesson Plan Form
Subject: Writer’s Workshop Activity: Describing with Adjectives Setting: 2nd grade classroom # of
Students: 27
Statement of Objective:
*Observable/Measurable
(A,B,C,D)
*GLCE/IEP
Materials:
*Prepared and organized
*Available for all
Opening:
*Gain attention/motivate
*Activate prior knowledge
~link/relate; assess; prepare
for new
learning (e.g. vocabulary)
*State goals/set purpose
~explain task: why, what,
how, and when
for strategies
*Clear directions
Presentation:
Teacher:
*Variety of learning (T/S,
S/S, S/T)
*Organizational framework
~construct, clarify, and link
concepts in a
meaningful context
*Present visually, verbally,
kinesthetically,
real world (e.g. LESH)
*Model and think aloud to
make visible
*Transfer of control
~students explain, justify,
clarify, etc.
*Clear directions
*Check for understanding
Students:
*Participation
~overt and active
By the end of this lesson, students will be able to add Accommodatio
adjectives to their nonfiction books. Students will also be able ns
to use adjectives to describe their chosen topics.
CCSS.ELA-LITERACY.L.2.1.E
Use adjectives and adverbs, and choose between them
depending on what is to be modified.
Teacher: Adjectives poster, “What Palm Trees Look Like”
sample writing page, colored pen or pencil, document camera,
1 sticky per student
Students: Daily writing materials
-Use an attention getter to gain students’ attention. Ask -All students
students to check themselves and make sure they are ready to should be on the
be respectful listeners. carpet at their
- “Writers, some of you have been asking how to make your group area spot.
nonfiction books longer. You want to add more details but -Nathan, Jamie,
aren’t sure what to write. Today I want to teach you how to use and Shiloh may
adjectives to add more details to your writing.” Take out the remain at their
“Adjectives” poster and go over it. “An adjective is a desks as long as
describing word. If I were to describe myself, I might say that I they are listening
am short. Or I might say that I am friendly. ‘Short’ and to the lesson.
‘friendly’ are adjectives that describe me. Now, think of a
describing word that could describe you.” Give students about
30 seconds to think. “Turn and tell your neighbor what word
you chose.” Give students about 1 minute to talk. Bring them
back with an attention getter. Ask students to raise their hands
and share the adjective they used to describe themselves.
- “When we are writing nonfiction books, we won’t use -All students
adjectives to describe ourselves. We will use adjectives to should be on the
describe our topic, or something about our topic. Today I have carpet at their
a page from a book about palm trees. I am going to read it out group area spot.
loud to you. Then, I will show you how I can add adjectives, -Nathan, Jamie,
describing words, to tell more about this topic.” and Shiloh may
-Read the page aloud. Then, model how to add one or two remain at their
adjectives. Next, have students help add more adjectives after desks as long as
modeling some. they are listening
- “Right now, you are going to get some help from people at to the lesson.
your table to come up with some adjectives for your own -All students
writing. You will tell the people at your table what your topic should return to
is and everyone in the group will try to come up with their desks when
adjectives to describe your topic or part of your topic. I am prompted.
going to pass out 1 sticky note for each of you, and you will
add these ideas to your sticky note. Then, it will be someone
else’s turn to get help with their topics. Keep talking until
everyone at your table has gotten ideas to add to their sticky
note. Then, you may begin working and adding your new
adjectives to your piece!”

~instructional dialogue, think
aloud,
explain, justify, evaluate,
etc.
Guided Practice:
*Activity related to
presentation/objectives
*Active student participation
~provide rationale for
assignment
~multi-sensory and real
world
~instructional dialogue
*Transfer of control
~students explain, justify,
clarify, think
aloud
*Check for understanding
~ensure high success rate
~appropriate feedback:
praise, prompt,
probe/question (in ZPD)
Individual Practice:
~assess/error drill
~monitor and adjust
instruction
*Management/monitoring
~scan, circulate, assess,
support, praise
Closing:
*Adequate time
*Students summarize content
and
accomplishments
*Assess/identify new goals
*Link to future learning
Generic Lesson Plan Form
-Dismiss students to their tables. Walk around passing out -Nathan, Jamie,
sticky notes and listening in on conversations, making sure and Shiloh may
students stay on task and offer adjectives to their tablemates. require support
-Make an announcement when it seems like most groups are articulating what
finished and reiterate that students should begin to work on their topic is and
their pieces by adding some of the adjectives their group came thinking of
up with. suggestions for
-Students should work on their nonfiction pieces their tablemates.
independently. They may sit around the room with a lap desk -Once working
as long as they make a smart choice as to where they sit. on their pieces,
-Circulate the room and assist students when needed. Nathan, Jamie,
-halfway through independent writing time, use an attention and Shiloh will
getter to pull students together. “Sometimes, you might want require one-on-
to use more than one adjective about a topic. Let’s say that I one support
want to tell my reader that palm trees are tall, green, and through
brown.” On a piece of paper under the document camera write, highlighter
‘Palm trees are tall green and brown” purposefully leaving out tracing or sticky
the commas. “This is a list of adjectives. Does anyone know note writing.
what is missing from this list?” (Commas) If possible, have a -Students may
student come up and add commas in the appropriate places in request help
this sentence. “Whenever you make a list of adjectives, or any through sticky
other kind of list, you need to make sure to use commas after notes or help
each item. Any questions?” with spelling a
-Allow students to keep writing independently for the reminder word.
of the work time.
-Invite 2-3 students to share their writing with the class. Point
out places where they used adjectives to describe their topic or
a part of their topic.
-Writers, you did such a nice job adding adjectives to your
writing today to describe your topic or a part of your topic!
This should be something you think about while working on
your pieces from now on, whether it is nonfiction, fiction, or a
personal narrative.