Learning Activities

Revised Language Objective

SWBAT use adjectives correctly when orally describing how the main character feels
with a partner.
SWBAT participate in oral exchange of thoughts or ideas with a partner.

Assessments
Informal:

Observe and use rubric Oral presentation Rubric: Using Adjectives during Think pair
share.
Observation: Take anecdotal notes while student is independently brainstorming words to
describe Stellalunas reaction to events, using the worksheet provided below.

Learning Activities

The Strategy I chose is Visual Scaffolding. In this strategy, language is made

comprehensible by displaying or showing images and/or drawings; this enables students to
connect spoken language to the images. The first step is to identify what vocabulary the students
will be using for this lesson, then, print off visuals that represent the vocabulary words. ELL
students and all students may use the visuals throughout the lesson.
This strategy aligns with my lesson plan because some of my ELL students (depending
on their proficiency level) may not know how to describe the main characters reactions or
feelings in the story; they may have difficulty understanding what terms like angry or happy
or sad mean. Therefore, I will provide a handout with that have adjectives they could use. This
handout also has icons that show an emotion. The students may use this handout to choose
adjectives that best describe Stellaluna feelings during particular events in the story. Note,
students are not limited to using only the adjectives on the worksheet, they may also use the
classroom computer or Ipad to translate adjectives they may want to use. While the students will
be provided with a printed version of the story in their native language or watch a video read
aloud in their oral language on an iPad, I will print off pictures of different adjectives that
students could use to describe how the main character Stellaluna feels. Rather than having
students read the major events on the worksheet, I incorporated pictures on the worksheet for
each of the major events. This way the students can look at the image to interpret what Stellaluna
might be feeling. In addition to the pictures of vocabulary, the students will also be provided
with sentence starters such as I believe Stellaluna feels _______ because to write on their
worksheet and to use during class discussion and think pair share. Last step to this strategy is
building a file. I will take any visuals that I used for this lesson, and other lessons that students
could reuse in future classroom activities.

Throughout the lesson, the students will be asked to justify why they think the main
character feels or reacts to an event. For example, I think Stellaluna feels scared because she is
lost. The students will also be asked Why is it important that we pay attention to how a main
character reacts to events, in a story. I will differentiate instruction by allowing students to work
independently, as partners, and discuss as a whole class. In the worksheet students may either use
the sentence frames to write how the main character feels or draw. Students will have access to
classroom resources such as dictionaries, computers, iPads, and the story in their native
language (text or audio). In the lesson, I explain that I will teach about cultural differences by
discussing how bats and birds are different but are also alike in many ways.

EVENT

REACTION: Ex. Stellaluna feels

Scared
Frightened
Alone

Adjectives Handout