ADJECTIVES

Teacher Guidelines ▶ pages 1 – 4

4-6
Instructional Pages ▶ pages 5 – 6
Activity Page ▶ pages 7, 9
Practice Page ▶ page 11
GRADE

Homework Page
Answer Key
▶
▶
page 13
pages 8, 10, 12, 14
 Classroom Procedure:
1. Since this lesson covers a range from 4th-6th grade, you
may need to introduce, briefly review, or extensively review
other parts of speech before introducing adjectives.
2. After review of nouns, verbs, etc., bring your class to
the carpet and have them complete some instructions
such as “Stand next to the wooden bookcase. Sit on the
fuzzy carpet. Stand next to a classmate with a blue shirt.
Everyone give me a gorgeous smile. Everyone make a
silly face.” You may add others or change to fit your class
environment/students. However, make sure you emphasize
all the adjective words.
3. Ask students if they know what an adjective is. Take
volunteer responses, but clarify if needed, that adjectives
are words that describe how a noun looks or acts. State
“There are boys and girls in our class. The noun we will
use are boys and girls.” Ask for volunteers to use a word
that describes the students. State “Only positive examples
should be given, such as ‘There are so many smart boys
and girls in our class.’ What is the adjective in the example?
Smart. It describes the boys and girls.” Have students
volunteer to come up with at least three other examples.
4. Teach this tip, “To check if a word is being used as a
adjective, ask yourself “Does it describe a person, place,
thing, or idea? Does it give a detail about a noun?”
Introduce Addy Adjective- she ADDS information to nouns-
(example illustration below) as the subject for sentences.
Now say, “For example, imagine Addy Adjective is wearing
a dress. The noun is dress. What kind of dress?” Take a
volunteer who might supply the words pretty, a color, soft,
sparkly, etc. Whatever word is used, if it is appropriate,
classify as the adjective. Addy is wearing a green dress.
Green is the adjective. Addy is wearing a shiny dress, shiny
is the adjective.” Write the adjectives examples with the
illustration if you choose to use it, or add to the anchor chart
you create yourself.
*Lessons are aligned to meet the education objectives and goals of
most states. For more information on your state objectives, contact
your local Board of Education or Department of Education in your state.
Approximate Grade Level: 4-6
Objectives: The students will accurately
identify adjectives in text. Students will
correctly and independently use adjectives in
writing. Students will order the adjectives in a
conventional pattern.
Common Core State Standards:
LB.ELA-LITERACY.L.4.1.D
Class Sessions (30-45 minutes): 2-3 class
sessions, depending on ability level of students
and amount of time allowed for student
discussion, explanation, clarification, review, etc
Teaching Materials/Worksheets: Adjective
passages, copies of worksheets, classroom
books for adjective hunt, chart paper or poster
board, tape, art supplies, markers, whiteboard,
dry erase markers, included content, Activity
pages (2), Practice page, Homework page
Student Supplies: Handouts, paper, writing
utensils, images or objects to describe with
adjectives, access to reading materials online
or in hardcopy.
Prepare Ahead of Time: Make copies of
handouts and prepare visual aids, obtain objects
or images to use as practice with adjectives,
make sure there are numerous texts available
for adjective hunt.
Options for Lesson: Day one: Students will
review verbs, nouns, adverbs, and any other
parts of speech you have already introduced
earlier in the school year, then move into
adjectives. Introduce, define, and complete an
anchor chart with the Addy Adjective (if desired,
other visual aids or mnemonics can be used).
Day two: Students independently practice
locating adjectives in a sample passage, and
text. Day three: Students review adjectives and
include them in their own writing.
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5. Ask students to help make up more adjective sentences with Addy
Adjective as the star. Each time they identify an adjective, ask them
which noun it describes. Note (for older students) that adjectives also
describe pronouns. Additionally, at this point, you should discuss how
to order adjectives when using more than one in a sentences, such as
quantity before quality. You would not say “rusty one tractor”, but you
would say “one rusty tractor”. For a visual component, watch this video
https://www.youtube.com/watch?v=PgFtwYgVHGU .
Here is a list of some common adjectives. This is not a complete list.
Busy Cranky Hopeful Cozy Crispy
Lazy Awful Spiky
Careless Gloomy Rich Huge Rusty
Clumsy Angry Thrifty Great
Nimble Worried Stingy Vast Smelly
Brave Excited Spoiled Sturdy Foul
Mighty Generous Grand Stinky
Meek Calm Heavy
Clever Bored Quick Plump Curly
Dull Silly Speedy Deep Fuzzy
Afraid Wild Swift Puny Plush
Scared Crazy Hasty Small Lumpy
Cowardly Fussy Rapid Tiny Wrinkly
Bashful Still Petite Smooth
Odd Good Long Glassy
Proud Starving Fantastic Endless Snug
Fair Stuffed Splendid Beautiful Stiff
Greedy Alert Wonderful Adorable
Wise Sleepy Shining Ugly
Foolish Surprised Hard Sparkling Hideous
Tricky Tense Difficult Glowing Horrid
Truthful Rude Challenging Dreadful
Loyal Selfish Easy Fluttering Nasty
Strict Simple Soaring Cruel
Happy Tough Crawling Creepy
Cheerful Polite Chilly Creeping
Joyful Amusing Freezing Loud
Carefree Kind Icy Sloppy Shrill
Friendly Gentle Steaming Messy Muffled
Moody Quiet Sizzling Slimy Creaky
Crabby Caring Muggy Grimy

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6. Provide every student with a copy of the common adjectives list to place in their grammar notebooks or
English folders. For now, they can keep it out, and ask students to listen to the sample paragraph you are
about to read. They are going to use this table double check as they listen for adjectives.
7. Have students work with a partner to compare lists of adjectives they heard, then read the example passage
again, line by line, and stop after each to hear what students found. Create a written list on the board to verify.
You can check off items in the passage as you go.
8. Students will complete the independent activity page where they locate the adjective in each sentence.
9. Assign a word hunt. Have students choose a book from the classroom library and read a few pages. Using a
sticky note, index card, or sheet of paper, have them identify the adjectives they find, double checking that the
word is used as a adjective by asking what information/detail is added to the noun. What is the noun, and what
detail is given about it?Make sure the book they are reading is on an independent level so that students are
successful.
10. Students will have a quick check in with you as you walk around during the word hunt time to make sure they
are experiencing a high degree of success. Four of every five examples they select should be correct uses of
a adjective.
11. Assign the second activity page, where students will work independently to create sentences about family,
friends, pets, or even toys, if they prefer, using adjectives to describe the person/item.
12. Assign the practice page which combines identifying and independently creating sentences. You can use this
as a formative assessment before moving onto the next grammar topic.
13. Homework page can be assigned before or after the practice page.

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 Teacher Notes
Adjectives are commonly used words, yet many students cannot not identify them in context, or define them.
By introducing this knowledge early and providing repetition, it will make them writers with more command of
the language and better grammar. This will provide a useful foundation as writing demands and grammatical
expectations increase in the upper grades. An ability to comfortably use adjectives makes writing more complex
and sophisticated, as well as entertaining, all goals of a growing writer.
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 Rescued
By Mary Culler

Michelle straightened her red, curly hair nervously. Her patient mother gave her a kind smile. Soon
the heavy metal door swung open and an older man in a tan uniform waved them over. “Come in and
have a look.”
Michelle entered the warm, noisy room. At first she gave a sad frown, but it quickly turned into an
excited grin. “Mom, I wish we could take all of them home, but at least we get to give one dog a new life
with our family.”
“That’s right, and you can pick any dog you want. But try to make it a smaller dog. A quieter one
would be good, too,” Michelle’s mother sighed.
Michelle looked through the wire pens of the numerous dogs kennels. There were yapping puppies
and howling hound dogs. Some older dogs seemed bored and blinked sleepily up at her. Most of the dogs
wagged excitedly. “This is going to be a really difficult decision.”
Michelle played with a shaggy white dog that licked her smiling face. She hugged a wiggling puppy
that chewed on her green sweater. At last, she saw a fat, short little bulldog that was snoring on its back.
“Look at this one. He seems so relaxed.”
“Wait until he wakes up. He has a big personality. Lots of laughs, that one,” the shelter guide said
with a loud chuckle. “Pumpkin, wake up and say hi to this nice little lady.”
All at once the bulldog snorted awake and hopped up, wagging its curly, stumpy tail. He yelped
loudly and pranced on two feet, waiting for Michelle to scratch his floppy ears.
“This one. I want Pumpkin,” Michelle said instantly.
“Are you sure?” Michelle’s mother asked hesitantly. “He’s not exactly a pretty dog.”
Michelle looked at the bulldog. It had a squashy face and saggy jaws. Pumpkin looked up at her,
his black eyes twinkling. As he panted, his entire face seemed to split into a wide smile. “I’m positive.
Pumpkin is the one for me.”

5
 Rescued
By Mary Culler
(Adjectives bolded)

Michelle straightened her red, curly hair nervously. Her patient mother gave her a kind smile.
Soon the heavy metal door swung open and an older man in a tan uniform waved them over. “Come in
and have a look.”
Michelle entered the warm, noisy room. At first she gave a sad frown, but it quickly turned into an
excited grin. “Mom, I wish we could take all of them home, but at least we get to give one dog a new life
with our family.”
“That’s right, and you can pick any dog you want. But try to make it a smaller dog. A quieter one
would be good, too,” Michelle’s mother sighed.
Michelle looked through the wire pens of the numerous dog kennels. There were yapping
puppies and howling hound dogs. Some older dogs seemed bored and blinked sleepily up at her. Most
of the dogs wagged excitedly. “This is going to be a really difficult decision.”
Michelle played with a shaggy white dog that licked her smiling face. She hugged a wiggling
puppy that chewed on her green sweater. At last, she saw a fat, short little bulldog that was snoring on
its back. “Look at this one. He seems so relaxed.”
“Wait until he wakes up. He has a big personality. Lots of laughs, that one,” the shelter guide said
with a loud chuckle. “Pumpkin, wake up and say hi to this nice little lady.”
All at once, the bulldog snorted awake and hopped up, wagging its curly, stumpy tail. He yelped
loudly and pranced on two feet, waiting for Michelle to scratch his floppy ears.
“This one. I want Pumpkin,” Michelle said instantly.
“Are you sure?” Michelle’s mother asked hesitantly. “He’s not exactly a pretty dog.”
Michelle looked at the bulldog. It had a squashy face and saggy jaws. Pumpkin looked up at her,
his black eyes twinkling. As he panted, his entire face seemed to split into a wide smile. “I’m positive.
Pumpkin is the one for me.”

6
 Activity Name __________________________ Date _________

Directions: Read the story about Emily and her brother Joey. In each sentence, circle the adjectives.
There may be more than one per sentence.

1. Emily headed slowly through the flooded tunnel.

2. She soon realized that she was under the old bus station.

3. Strange noises were all around her, and she felt her heart pound swiftly in her chest.

4. Emily looked hopefully across the tunnel and saw a tiny light.

5. She climbed painfully over submerged rocks and around floating logs until she reached the

opening.

6. “Wait for me!” Joey, Emily’s younger brother was following anxiously behind her.

7. Emily put her strained arm back and hastily pulled him beside her.

8. “I thought we were going to be stuck down here forever,” the nervous child said.

9. “We have to get past the orange barrels in the front of the tunnel, then we’re finally free.”

10. Emily and Joey steadily pushed the bulky obstacles before them away, finally safe.

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 Activity Answer Key (may vary)
Name __________________________ Date _________

Directions: Read the story about Emily and her brother Joey. In each sentence, circle the adjectives.
There may be more than one per sentence.

1. Emily headed slowly through the flooded tunnel.

2. She soon realized that she was under the old bus station.

3. Strange noises were all around her, and she felt her heart pound swiftly in her chest.

4. Emily looked hopefully across the tunnel and saw a tiny light.

5. She climbed painfully over submerged rocks and around floating logs until she reached the

opening.

6. “Wait for me!” Joey, Emily’s younger brother was following anxiously behind her.

7. Emily put her strained arm back and hastily pulled him beside her.

8. “I thought we were going to be stuck down here forever,” the nervous child said.

9. “We have to get past the orange barrels in the front of the tunnel, then we’re finally free.”

10. Emily and Joey steadily pushed the bulky obstacles before them away, finally safe.

8
 Activity Name __________________________ Date _________

Directions: Choose four family members, friends, pets, or even stuffed animals and describe them using
three sentences with at least one adjective per sentence. In each box, draw or paste a picture of the
person/item you’re describing.

Picture:

First:

Second:

Third:

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 Activity Answer Key (may vary)
Name __________________________ Date _________

Directions: Choose four family members, friends, pets, or even stuffed animals and describe them using
three sentences with at least one adjective per sentence. Underline the adjective in each sentence! In
each of the large boxes, draw or paste a picture of the person/item you’re describing.
Answers will vary. Students should include four different illustrations and three unique sentences, each
having a minimum of one adjective. For example: This is my pet hamster. He has chubby cheeks. He is
soft and warm. My hamster is cuddly and has brown fur.

Picture:

First:

Second:

Third:

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 Practice Name __________________________ Date _________

Addy Adjective is cleaning out her desk. She is going to tell you what items she finds (some are quite
surprising), and it is your job to identify all the adjectives she uses to describe the items. Underline each
adjective you find.

Inside Addy’s desk she found…

● Addy found a sharp, bright yellow pencil with a soft pink eraser.

● Addy found a moldy, squishy sandwich in a plastic bag.

● Addy found a shiny, silver flute in a hard black case.

● Addy found a sticky butterscotch lollipop in a torn wrapper.

● Addy found a folded note from her mom.

Now that you know what Addy has in her desk, tell her what you find in yours. Write five sentences
describing five different items in your desk. Each one must use at least one adjective.

1. _______________________________________________________________________

2. _______________________________________________________________________

3._______________________________________________________________________

4. _______________________________________________________________________

5. _______________________________________________________________________

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 Practice Answer Key
Name __________________________ Date _________

Addy Adjective is cleaning out her desk. She is going to tell you what items she finds (some are quite
surprising), and it is your job to identify all the adjectives she uses to describe the items. Underline each
adjective you find.

Inside Addy’s desk she found…

● Addy found a sharp, bright yellow pencil with a soft pink eraser.

● Addy found a moldy, squishy sandwich in a plastic bag.

● Addy found a shiny, silver flute in a hard black case.

● Addy found a sticky butterscotch lollipop in a torn wrapper.

● Addy found a folded note from her mom.

Now that you know what Addy has in her desk, tell her what you find in yours. Write five sentences
describing five different items in your desk. Each one must use at least one adjective. Answers will
vary. It is up to the teacher whether students create imaginative objects or should be factual. All
items should be described using at least one adjective.

1. _______________________________________________________________________

2. _______________________________________________________________________

3._______________________________________________________________________

4. _______________________________________________________________________

5. _______________________________________________________________________

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 Homework Name __________________________ Date _________

Adjective Scavenger Hunt:

At home, find at least one item that matches the adjective provided on the list. Then, create a
sentence that describes the object, using the adjective provided.

Blue _______________________________________________________________________

Small_______________________________________________________________________

Fluffy_______________________________________________________________________

Creaky _______________________________________________________________________

Crooked______________________________________________________________________

Old _______________________________________________________________________

Shiny _______________________________________________________________________

Solid _______________________________________________________________________

New _______________________________________________________________________

Skinny _______________________________________________________________________

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 Homework Answer Key
Name __________________________ Date _________

Adjective Scavenger Hunt:

At home, find at least one item that matches the adjective provided on the list. Then, create a
sentence that describes the object, using the adjective provided. Answers will vary, but should be
objects believably found inside student homes. Sentences should explain what object has been
found, and use the adjective in the sentence. For example: Blue- I found a blue high heel in my
mother’s closet.
Small- I found a small chair in my sister’s dollhouse.

Blue _______________________________________________________________________

Small_______________________________________________________________________

Fluffy_______________________________________________________________________

Creaky _______________________________________________________________________

Crooked______________________________________________________________________

Old _______________________________________________________________________

Shiny _______________________________________________________________________

Solid _______________________________________________________________________

New _______________________________________________________________________

Skinny _______________________________________________________________________

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