Knox County Schools



|TEAM Lesson Plan Template |

|Teacher: Katie Gugliotta |

|Class: Second Grade Language Arts |

|Course Unit: Adjectives |

|Lesson Title: Scary Adjectives |

|LESSON OVERVIEW |Summary of the task, challenge, investigation, career-related scenario, problem, or community link. |

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|This lesson will have students visualizing and making inferences to sketch monsters before they see them in a read aloud based on the adjectives they hear. |

|They will then come up with their own list of adjectives and draw a monster based on those adjectives. Students will use shape appropriately to draw their |

|monster. |

|STANDARDS |Identify what you want to teach. Reference State, Common Core, ACT College Readiness Standards and/or|

| |State Competencies. |

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|Language Arts |

|2.L.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. |

|Visual Art |

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|2.1 Identify, understand, and apply the elements of art. |

|6.2 Understand connections between visual art and other disciplines in the curriculum. |

|OBJECTIVE |Clear, Specific, and Measurable – NOT ACTIVITIES |

| |Student-Friendly |

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|Students will use adjectives appropriately to describe a monster. |

|Academic vocabulary: adjective, inference, visualize |

|Art vocabulary: shape, geometric, organic |

|ASSESSMENT/EVALUATION |Students show evidence of proficiency through a variety of assessments |

| |Aligned with the Lesson Objective |

| |Formative/Summative |

| |Performance-Based/Rubric |

| |Formal/Informal |

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|There are several assessments that will be given throughout the lesson. |

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|Informal: Thumbs up/down, fist to five |

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|Formative: Descriptive Sentences about Monster |

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|Performance: Rubric to assess completion of artwork |

|MATERIALS |Aligned with the Lesson Objective |

| |Rigorous & Relevant |

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|Book- I Need My Monster by Amanda Noll |

|Blank paper (enough for 2 pieces per student) |

|Crayons or colored pencils |

|Rubric assessing student’s artwork |

|Standards for language arts and visual arts to post with finished work in hall |

|ACTIVATING STRATEGY |Motivator/Hook |

| |An Essential Question encourages students to put forth more effort when faced with a complex, |

| |open-ended, challenging, meaningful and authentic questions. |

| |

|What is an adjective and how can it be used to make writing more descriptive? How do adjectives help us visualize and make inferences as we read? What is a |

|shape and how does it make our art more interesting? |

|INSTRUCTION |Step-by-Step Procedures-Sequence |

| |Discover/Explain – Direct Instruction |

| |Modeling Expectations – “I Do” |

| |Questioning/Encourages Higher Order Thinking |

| |Grouping Strategies |

| |Differentiated Instructional Strategies to Provide Intervention & Extension |

| |

|I Do: |

|Introduce the word inference. An inference is when we put what we already know with what we read in text (or other art form) together. Explain that we make |

|inferences all the time, for example, if we see someone with an umbrella, we can infer that it is raining outside even if they don’t tell us so or we don’t |

|see it. |

|Explain that visualizing is what we do when see a picture in our mind. Visualizing as we read is an important skill that good readers use to better comprehend|

|a story or article. Have students show thumbs up or down to show their understanding of those words. |

|Quickly revisit the topic of adjectives. If needed, have students generate a list of adjectives as a class or in groups in order to prepare for the activity. |

|GUIDED & INDEPENDENT PRACTICE |“We Do”-“You Do” |

| |Encourage Higher Order Thinking & Problem Solving |

| |Relevance |

| |Differentiated Strategies for Practice to Provide Intervention & Extension |

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|We Do: |

|Read the book I Need My Monster by Amanda Noll. |

|Stop after each monster is described in the story. Have students close their eyes and listen as you read the description of the monster (repeat the |

|description if necessary). |

|Students write down the adjectives that describe each of the four monsters. Suggestion: have students divide their paper into four parts. In each box, they |

|can write the adjectives for each monster, leaving room for their sketch (next step). |

|Then, they quickly sketch each monster as they see it (visualize) in their mind. |

|After students sketch each monster, show them the page in the book for them to confirm their ideas of what the monster looked like. Have a class discussion |

|about whether or not thy envisioned the monster looking like that and why. Students should be able to back up their responses with evidence, such as “I knew |

|the monster would have a spiky tail because the character talked about his spiky tail in the story.” |

|You Do: |

|After finishing the book, explain that students will come up with their own adjectives and monster. |

|Have students list at least 4 adjectives that would make a good monster. This is where you can differentiate for different levels in your classroom. Have some|

|students come up with more or less adjectives based on what they need. |

|(BACK TO “I DO” FOR ART STANDARD) Explain that a shape is created when a line is closed. (Students should have some background knowledge of a line). This can |

|be connected to math if you have already studied geometry. Recognizing shapes not only helps students in math, it also leads to better drawing skills. Discuss|

|the difference between geometric and organic shapes. Geometric shapes are easily recognized and have names. They have clear edges and are made by humans. |

|Organic shapes have a natural, flowing, and irregular or asymmetrical look. These shapes are associated with things in nature. Artists use both types of |

|shapes in order to achieve a certain look and feeling in their artwork. Have students show a “fist to five” to show their understanding of this topic. |

|(BACK TO “WE DO” FOR ART STANDARD) Draw geometric shapes on the board- circle, square, triangle, rectangle, etc. and have students turn to a partner to |

|discuss how they could make a monster out of each one. |

|Students then create their monster, beginning with a geometric shape and adding in organic shapes. The monster needs to go with the adjectives they chose |

|earlier. |

|When complete, students will write descriptive sentences about their monster using their chosen adjectives. |

|CLOSURE |Reflection/Wrap-Up |

| |Summarizing, Reminding, Reflecting, Restating, Connecting |

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|Review the vocabulary words and big ideas from the lesson. Remind students that the art ideas discussed in this lesson relate to many things such as math and |

|the other skills will help them become better readers and writers, which are life skills. Have students write on a “ticket out the door” their 2 big |

|“take-aways” from the lesson. 1 idea needs to be art related and the other needs to be academic. Students will be assessed by a writing piece. They will write|

|a couple (decide based on level of group) of descriptive sentences about their monster using their list of adjectives. Their drawing will be assessed using an|

|art rubric (attached). |

|CROSS-CURRICULAR CONNECTIONS | |

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|Language Arts, Math, Reading, Visual Art |

NOTES:

Art Rubric attached in separate document.

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