Grade 1 5E Lesson Plan: Adjectives

Subject: Language Arts Topic: Adjectives Duration: 45 minutes

Objective: Students will be able to identify adjectives and use them to describe nouns.

Materials:

 Adjective song lyrics (to a familiar tune)

 Whiteboard and markers
 Picture cards of various objects
 Index cards
 Pencils
 Crayons
 Scissors

Engage (5 minutes): Teacher will introduce the topic of adjectives and ask students if they
know what they are. The teacher will then sing the adjective song to a familiar tune and ask
the students to join in.

Explore (10 minutes): Teacher will show a picture card and ask students to name the object.
Then, the teacher will model how to use an adjective to describe the object (e.g. "The red
apple"). Students will then work in pairs to describe other picture cards using adjectives. For
slow learners, the teacher can provide a list of adjectives to choose from.

Explain (10 minutes): Teacher will ask students to share some of the adjectives they used to
describe the picture cards. The teacher will then explain that adjectives are words that
describe nouns (people, places, things, or ideas). The teacher will write a few adjectives on
the board and explain how they are used.

Elaborate (15 minutes): Students will create their own set of adjective cards using index
cards, pencils, and crayons. Each card will have a picture of an object on one side and an
adjective to describe it on the other side. For slow learners, the teacher can provide a list of
nouns and adjectives to choose from.

Evaluate (5 minutes): Teacher will collect the adjective cards and review them to ensure that
each student has correctly used an adjective to describe the object. The teacher will also ask
a few students to share their favorite card with the class.

Adjective Song: (Tune: "Twinkle, Twinkle, Little Star") Adjectives, adjectives, describe a noun.
Adjectives, adjectives, they're so much fun! Big and small, short and tall, Adjectives,
adjectives, we love them all! For slow learners, the teacher can provide a simpler version of
the song:
Adjectives, adjectives, describe a thing. Adjectives, adjectives, make it sing! Red and blue,
new and old, Adjectives, adjectives, help us be bold!

The students will be able to differentiate between fiction and nonfiction books.

Engage:

Show the students a picture of a fiction and nonfiction book. Ask them to tell the
difference between the two.

Explain:

Explain to the students that fiction books are made up stories and have characters,
settings, and a plot. Nonfiction books are based on facts and real life events.

Explore:

Have the students take turns picking books from the classroom library. Ask them if the
book is fiction or nonfiction and have them explain why they think it is one or the other.

Explain:

Explain to the students the difference between fiction and nonfiction books.

Evaluate:

Have the students write a brief essay in which they explain the difference between
fiction and nonfiction books.
Objective: Students will be able to identify and distinguish between fiction and non fiction texts.
Materials: -Fiction and non fiction texts -Worksheets with examples of fiction and non fiction
texts Procedure: 1. Introduce the concept of fiction and non fiction to the class. Explain that
fiction is made up stories and non fiction is true stories. 2. Ask the students to provide examples
of both fiction and non fiction texts. 3. Give each student a worksheet with examples of fiction
and non fiction texts. Have them read the texts and identify whether they are fiction or non
 fiction. 4. Discuss the answers as a class. Ask the students to explain why they chose the
answers they did. 5. Provide additional examples of fiction and non fiction texts to the students
and have them identify if they are fiction or non fiction. 6. Conclude the lesson by having a class
discussion about the differences between fiction and non fiction texts. Ask the students to
provide examples of bot

Objective: Students will be able to identify the difference between fiction and non-fiction texts.
Materials: - Fiction and non-fiction texts - Posters of fiction and non-fiction texts - Worksheets or
whiteboard for student use Procedure:
1. Begin the lesson by introducing the concept of fiction and non-fiction texts. Explain that
fiction is a type of writing that is made up, or imaginary, while non-fiction is based on facts.
2. Show the students a selection of fiction and non-fiction texts and ask them what they can
observe about the texts.
3. Ask the students questions to help them further distinguish between the two types of texts,
such as: - What is the main difference between fiction and non-fiction? - What type of writing is
a fairy tale? - What type of writing is an encyclopedia entry?
4. Provide each student with a worksheet or whiteboard to help them practice distinguishing
between fiction and non-fiction texts.
5. Differentiate instruction by having students work in small groups, with more advanced
students focusing on more challenging texts
. 6. Have each group share their findings with the class.
7. Hang posters of fiction and non-fiction texts around the room to reinforce the concept.
8. Assign a short writing assignment for homework to further reinforce the concept. Closure:
Review with the class what they learned about fiction and non-fiction texts. Ask them to explain
the differences between them.

Grade 1 Writing Lesson Plan

Topic: Writing a Simple Story Objective: Students will be able to write a simple story with
a clear beginning, middle, and end.

Materials:

 Chart paper and markers

 Pencils and paper for each student
 Story prompts (optional)

Introduction (10 minutes):

 Introduction (10 minutes):

1. Begin by asking the students what they know about stories.

2. Record their responses on the chart paper.
3. Discuss the elements of a story (e.g. characters, setting, plot).
4. Explain that they will be writing their own stories today, and review the objective.

Instruction (20 minutes):

1. Model how to write a simple story on the chart paper, including a clear beginning, middle, and
end.
2. Provide a story prompt (optional) to help students get started.
3. Discuss the importance of adding details to make the story interesting.
4. Remind students to use capital letters, spaces between words, and punctuation marks.

Practice (20 minutes):

1. Distribute pencils and paper to each student.

2. Encourage students to brainstorm their own story ideas, or use a story prompt.
3. Allow time for students to write their stories.
4. Circulate around the room to provide assistance as needed.

Sharing (10 minutes):

1. Allow several students to share their stories with the class.

2. Encourage the class to ask questions and provide feedback.
3. Remind students that everyone's stories are unique and special.

Conclusion (5 minutes):

1. Recap the lesson by asking students to name the elements of a story.

2. Thank students for their hard work and creativity.
3. Encourage students to continue writing and practicing their skills.

Assessment:

 Observe students during writing time to assess their understanding and ability to apply the
elements of a story.
 Review student writing samples to evaluate their progress and provide feedback.
Regenerate response
!

Sure! Here's a sample lesson plan for teaching 2-syllable words to Grade 1
students:
 Topic: 2-Syllable Words

Objectives:

 Students will be able to recognize and identify 2-syllable words.

 Students will be able to pronounce 2-syllable words correctly.
 Students will be able to use 2-syllable words in simple sentences.

Materials:

 Flashcards with pictures of 2-syllable words (e.g. "cupcake," "umbrella,"

"pencil," "robot," "kitten," "basket," "jacket," "dinosaur")
 Whiteboard and markers
 Worksheets with 2-syllable words and matching pictures
 Book with simple sentences containing 2-syllable words (e.g. "The big robot
walked to the store.")

Procedure:

Introduction (5 minutes):

 Begin by explaining to the students that today they will be learning about 2-
syllable words.
 Show some flashcards with 2-syllable words and ask the students to repeat
after you as you say the words.
 After a few words, ask the students if they noticed anything about the words
(they have two parts).

Teaching (15 minutes):

 Write some 2-syllable words on the board and divide them into syllables to
show the students how to identify them.
 Have the students practice saying the words and clapping their hands once for
each syllable.
 Show some flashcards with pictures of 2-syllable words and ask the students
to say the word and clap their hands to show how many syllables it has.
 Repeat with several more flashcards.
 Practice (15 minutes):

 Hand out worksheets with 2-syllable words and matching pictures.

 Instruct the
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students to look at the pictures and say the words out loud, clapping their
hands to show how many syllables each word has.

 Have the students match the pictures with the correct words by drawing a line
connecting them.
 After the students finish, review the answers together as a class.

Application (15 minutes):

 Read a simple book with sentences containing 2-syllable words to the

students.
 Have the students repeat the sentences after you, emphasizing the 2-syllable
words.
 Ask the students to identify the 2-syllable words in the sentences and clap
their hands to show how many syllables each word has.
 Finally, ask the students to come up with their own simple sentences
containing 2-syllable words and share them with the class.

Conclusion (5 minutes):

 Review the 2-syllable words learned in class and ask the students to say them
one more time.
 Encourage the students to practice identifying and using 2-syllable words in
their daily lives.

That's it! Adjust the time and activities as needed to fit your class's needs and
attention span.
Regenerate response