LESSON

OVERVIEW

Title: Adjective Monsters

Author: Lauren Parzianello, Barbara Gardner, Amy Heathcott
Subject: Language Arts
Grade Level: 2
Duration: 55 minutes

Unit Description: This lesson is part of a larger unit having to do with the different
parts of speech and how to use them in our own writing.

Lesson Goals: Students will be able to:
Identify an adjective within a sentence
Generate their own adjectives when asked to describe something
Give examples of adjectives

Common Core Standards
CCSS.ELA-LITERACY.L.2.1.E

Use adjectives and adverbs, and choose between them depending on what is to be
modified.
CCSS.ELA-LITERACY.L.2.6

Use words and phrases acquired through conversations, reading and being read to,
and responding to texts, including using adjectives and adverbs to describe
(e.g., When other kids are happy that makes me happy).


Big Ideas
An adjective is a word used to describe a person, place or thing.

Barriers
Need knowledge of vocabulary
Need to comprehend book read to them in English.

METHOD

Anticipatory Set (3 min)
Checkpoint 3.1
Ask the class to shout out different words that can be
Activate or supply
used to describe something as you write them all on the
background
board (if the students arent responsive, give an example
knowledge
such as rough or bright)



Introduce and Model New Knowledge (5 min.)
1. Tell students that all of the words written on the board are all called
adjectives. Teach definition of
Checkpoint 2.1
adjective.
Clarify vocabulary
a. An adjective is a word that
and symbols
describes a person, place or thing.
2. Give example sentence and identify adjectives to model for students
a. I was cold and wet after walking home on that dark, rainy day.
i. Adjectives: cold, wet, dark, rainy
b. Peter was so happy when his parents gave him a little, fluffy,
white puppy for his birthday.
i. Adjectives: happy, little, fluffy, white

Provide Guided Practice (7 min.)
1. Now were going to read Go Away, Big Green Monster as a class. Im going
to work together with you to point out as many adjectives as we can. This
book has lots of them!
2. Read Go Away, Big Green Monster to class
a. Be explicit with your descriptions of
Checkpoint 1.3 Offer
each illustration on every page,
alternatives for visual
pointing out characteristics of the
information
monsters that are and arent

mentioned in the text of the book.
3. As you read through each page, ask students to identify the adjectives that
they hear in the story.
a. Ex: little, squiggly, big, green, scraggly, purple, etc.
4. At the end of the story, ask students to recall adjectives they heard throught
the book.

Provide Independent Practice (20 min)
1. Now its time for students to put their
Checkpoint 5.1 Use
creative knowledge of adjectives into use.
multiple media for
Each student has 2 options:
communication
The student can use craft supplies
Checkpoint 7.1 Optimize
provided by the teacher to construct
his or her own monster on a piece of individual choice and
autonomy

construction paper. Once the monster is created, the student will

write down (on their own or with someones help) adjectives that
describe the monster (hairy, ugly, crazy, happy, etc.).
o Allocate different
Checkpoint 8.2 Vary
resources/materials to
demands and resources
different students based on
to optimize challenge.
ability level. While some

students will thrive most with simple
paper and markers,
others who are more advanced may be encouraged to use
scissors and a glue stick.
The student can write a story, song or poem
Checkpoint 5.2 Use
describing a monster using as many
multiple tools for
construction and
adjectives as he or she can.
composition
o For those with low handwriting or
spelling abilities, enable speech-to-
text software and spellcheckers.
Checkpoint 7.3
2. Set a large timer so that students are aware of how
Minimize threats
much time they have left for the activity. Check in on and distractions
them halfway through and see how they are doing; if

they need more time, have them watch you add
more time to the clock.

Wrap Up (10 min)
1. Have students volunteer to present their final product to the class. Ask
students in audience to help identify which words are adjectives and explain
why.
2. Review: what is an adjective? What does an adjective do? What is an example
of an adjective?
a. An adjective is a word that describes a noun, or a person, place or
thing.
b. Examples of adjectives: cold, hungry, sad, happy, purple, rough, nice


Assessment (10 min)


Formative, Ongoing Assessment: Insert check-ins throughout the lesson (thumbs
up if you understand, repetition of directions, ask questions to students, etc.)

Summative Assessment: After completing the wrap-
Checkpoint 4.1 Vary the
up review, students will then take a formal written
methods for response
assessment (in sub-tab of UDL and English/Language
and navigation
Arts: Lesson Plan). For students who process more

slowly, extra time will be granted. Students with low
writing skills will be invited to complete the assessment on the computer by

underlining the correct answer. Students with low motor skills, with the help of
another person, can answer the questions through pointing or eye gazing.


MATERIALS

Assessment handout
Go Away, Big Green Monster
Whiteboard/chalkboard and writing utensils
Art supplies for monster craft
o Construction paper
o Markers
o Glue
o Scissors
Writing supplies for story/song/poem
o Paper
o Writing utensils


RESOURCES
https://artsedge.kennedy-center.org/educators/lessons/grade-k-
2/Adjective_Monster#Instruction


Lesson Vocabulary
Adjective