Lesson plan



|Reading Lesson: Adjectives and Adverbs |Grade Level: 3 |

|Lesson Summary: [Core: Lang. conventions 1.a and 1.g] Students learn about adjectives, adverbs, comparatives, and superlatives. Students choose the proper forms of|

|adjectives and adverbs to complete sentences. Advanced students play a game to explore different types of comparatives and superlatives. Struggling students |

|identify adjectives and adverbs in sentences. |

|Lesson Objectives: |

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|The students will know… |

|what adjectives and adverbs are. |

|what comparatives and superlatives are. |

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|The students will be able to… |

|form comparatives and superlatives. |

|use proper forms of adjectives and adverbs in sentences. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|Pre-Assessment: |

|Write the sentence “I have a green ball” on the board. Tell students that adjectives are words that give information about nouns; the adjective green tells us the |

|color of the ball. Write the sentence “Jason ran quickly” on the board. Tell students that adverbs are words that give information about verbs; the adverb quickly |

|tells us how Jason ran. Write two columns on the board with the headings Adjectives and Adverbs. Ask students to name an adjective or an adverb. Write appropriate |

|suggestions on the board. Note students who do not offer suggestions. |

|Whole-Class Instruction |

|Materials Needed: |

|Several paper bags containing one item each, such as an eraser, a glue stick, a timer, a measuring cup, a marker, scissors, a hat, a paintbrush. Include one food |

|item such as a package of crackers or cut up oranges; On Your Own worksheet* |

|Procedure: |

|Presentation |

|Tell students that adjectives describe people, places, and things (nouns and pronouns). Adjectives tell how something looks, sounds, smells, feels, or tastes. |

|Adjectives also tell how much or how many. |

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|Have students give an adjective for each of the categories above such as soft shirt. |

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|Tell students that adverbs describe actions (verbs). Adverbs tell why, how, when, or where. Adverbs also tell how often something happens. |

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|Have students give an adverb for each of the categories above. Prompt as necessary with sample sentences: “Sara swims well” (how) and “We sometimes play soccer” |

|(how often something happens). |

|Tell the class that they will be playing a guessing game and using adjectives and adverbs to find out more about hidden objects. |

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|Guided Practice |

|Have volunteers select a bag, look inside, and answer questions about the item in the bag. Tell students to ask questions about the contents of the bag. Encourage |

|them ask questions that have to be answered with adjectives or adverbs such as: What color is it? How does it sound? |

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|Save the food item for the last mystery bag. While students are sharing a treat, ask questions about the amount, smell, taste, sound, look, and feel of their |

|snack. |

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|Next tell students that they can use adjectives to compare nouns. Ask three students of different heights to come to the front of the class. Write “tall, taller, |

|tallest” on the board and have students arrange themselves in the order from tall to tallest. Direct attention to the students and then the words on the board. |

|Explain that when you compare two students, you add -er to the end of one-syllable adjectives. This student is taller than that one. When you are comparing more |

|than two students, you add -est to the end of an adjective. That student is the tallest. |

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|Explain that adverbs can compare verbs by repeating this procedure with the adverb slow. Have students demonstrate walking slow, slower, and slowest. |

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|Independent Practice |

|Give each student a copy of the On Your Own worksheet*, and have them work independently to complete the sentences with the proper forms of adjectives and adverbs.|

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|Closing Activity |

|Have each student write an adjective describing a noun and an adverb describing a verb on a slip of scratch paper as an exit slip (e.g., new shoes and sings |

|beautifully). |

|Advanced Learner |

|Materials Needed: Bragging Rights handout* |

|Procedure: |

|Tell students that the words more and most are used with many adjectives having more than one syllable, for example: careful, more careful, and most careful. The |

|words more and most are used with many adverbs that end in -ly, for example: carefully, more carefully, and most carefully. |

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|Give each student a Bragging Rights handout*, and have them work in play the game with a partner. Give them examples for the word “colorful,” such as “Your picture|

|is colorful” and “My picture is more colorful than yours is.” |

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|Encourage students to use a dictionary to check their comparative and superlative forms. |

|Struggling Learner |

|Materials Needed: Show What You Know! worksheet* |

|Procedure: |

|Hand each student a copy of the Show What You Know! worksheet*. |

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|Read the directions to the students. Remind students that adjectives talk about things, people, and places (nouns and pronouns) and adverbs talk about actions |

|(verbs). Allow students to work independently on the sentences and check on their progress. When the students have finished, review and discuss their answers. Fun |

|Fact: Ask students to see how many different letters of the alphabet are in the words in the first sentence. Tell them that this sentence was used to test the keys|

|on typewriters before computers were readily available. |

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|Have the students complete On Your Own worksheet*. |

*see supplemental resources

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