For today's lesson I will engage my students in a discussion about the adjectives in the story. We have been learning sentence structure and grammar parts so this lesson will be a fun review of the adjectives. I will also be asking my students to phonetically spell the words they will write. At the end of the lesson we will write an informative sentence using a sentence frame and orally present our sentences to the class.
"Today I am going to read a story that has lots of adjectives in it. Who can remember what an adjective is? It is a describing word, that's right. Let's sing our adjective song. Great, you remember the song. I will draw a bubble map on the board. I will write 'Quick as a Cricket' in the middle bubbe. I want to see how many adjectives you can think of to add to our bubble map. Let's use the name sticks to call on all the students one at a time. I will call on students who are sitting criss cross applesauce."
As I call on students I add their adjective to the bubble map.
"Wow, look at all the adjectives you were able to think of. Now let's stand up and act all of them out. We need to remember to stay in our squares and be carefull to not hurt anyone. This will be fun if we be really careful."
I point to and say a adjective on the bubble map and they begin hopping quickly, then walking slowly , singing happily, clapping loudly and twirling fast.
"Let's read the story, Quick as a Cricket. Remember to listen for the adjectives. Each animal has an adjective."
As I read the story we stop on each page to act out the animal and it's accompanying adjective. My students get really silly but I think it is necessary for them use as many senses as they can when learning new vocabulary.
After I have read the story we discuss the adjectives and the animals. I make a tree map to organize the the animals and the adjectives. I like to use thinking maps. They are an awesome visual organizer that helps my students 'see' and 'understand' the concepts that I am teaching. I will leave the tree map up on the board so my students can use it as a reference when they write.
"Let's all say the animal and the adjective that goes with it."
We chorally review the tree map.
"Now we are going to write a sentence. I want you to choose an animal and an adjective to fill the blanks of the sentence. You will then draw a picture of your animal."
I created the writing paper with the sentence frame; I am _____ as a ________. I model how I can chose an adjective and a noun to complete the sentence.
"The sentence frame we will be using today is; I am ____ as a _____ . We will put the adjective in the first blank and the animal in the second blank. When you go to your table I want you to choose an animal and an adjective to put in your sentence. So if you chose the shrimp, he is shy, and your sentence would be 'I am shy as a shrimp'. I want you to write the words all by yourself. Remember how we; say the sounds in the word and then write the letters that go with the sounds. I will write a few sentences under the document camera so you can see what I mean."
I model several sentences for my students. It is important for me to model the writing process several times so my students fully understand what I expect them to do.
As I dismiss my seated students one row at a time, my class paper passers pass out the writing paper to every seat. I like using class helpers during the day, my students love to be part of the class community.
I walk around the class and help them with spelling and give advice for their detailed pictures.
We gather on the carpet when all my students are finished writing and drawing their pictures. I like to give each of my students the opportunity to read their sentence in front of the class. I call my students up by row color to read. My students feel more comfortable standing with friends as they read. They help each other with words they don't know or remember. We applaud and cheer after each reading.
Writing lessons are so fun. I learn so much about my students as they go through the writing process. I am able to do a formative assessment through out the writing process. Did they understand the writing assignment? Did they write the sentences using phonetic spelling? Did they draw an appropriate picture? Can they read their sentence orally?
Later in the day, I play this book on video for my class. I show videos of the story to increase comprehension and to reinforce vocabulary. I show the video after all my students have packed their backpacks and are ready for dismissal.