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Grades 12: My Favorite Room

Objectives: Students will describe their favorite

place using sensory language.
Materials Required: My Favorite Place Student
Reproducible; whiteboard and
low-odor dry erase markers; pencils; markers
Background Discussion (15 minutes)
1. Ask students: How would you describe our
classroom to a person who has never seen it?
You might say it has four walls and a ceiling.
Would that tell them what our room is like?
No! For a person to really understand what
our room is like, you need to tell them all the
details that make our room special.
2. Write the words Our Classroom on the
whiteboard. Below that write the headings:
things, colors, sounds, smells. Use a different
color for each heading to help students
differentiate between categories. Have
students call out their observations about
the classroom. Write the observations on
the board. Then add the heading: feelings.
Allow students to express how the classroom
makes them feel.
3. Use students observations to model a
descriptive paragraph about your classroom.
Example: My favorite room is our classroom.
There are colorful posters on the walls. I hear
the buzzing of the lights. When I am in our
classroom I feel happy.
Using the Student Reproducible
(25 minutes)
4. Distribute copies of My Favorite Room
Student Reproducible. Tell students that they
will write about their favorite room. Have
students close their eyes and think of their
favorite room. Have them imagine
themselves in that room. What does it look
like? What colors do they see? Are there any
pictures on the walls? What do they do in
this room? How do they feel?
5. Have students open their eyes and fill out
the worksheet with details about their
favorite room.
6. When students are ready to write, remind
them that the reader should be able to see,
hear, taste, or smell what they are describing.
The reader should also know how the writer
feels about the room.
Colorful Extension Activity (20 minutes)
7. Have students separate into pairs. Have
students read their partners descriptive
sentences and then draw a picture of the
room based on what they read. Have them
decorate the rooms they draw using markers.
Answers will vary.
Lesson Overviews For Teachers
people, places, or things action words words that describe nouns
PART 1: Read the story. Circle the nouns in blue. Circle the verbs in red.
Circle the adjectives in green.
BRRRRING, rang the noisy alarm clock. Ellie jumped out of bed. She dressed quickly.
She brushed her teeth. Then she ran down the stairs.
Slow down, said Ellies mom. I made yummy eggs for breakfast.
But its field trip day, said Ellie. We are going to a farm.
Eggs come from chickens. I bet they will have chickens at the farm, smiled Ellies mom.
I cant wait! exclaimed Ellie.
At school, Ellies classmates boarded the bus. Mrs. Gibbs, the teacher, said We are going to
have a great day at the farm!
Ellie was the first one off the bus. Farmer Henry walked up to greet her. Welcome to the
farm, he said. Ellie couldnt believe her eyes. There were so many animals. She counted 2
brown horses, 6 large cows, 10 furry rabbits and 15 feathered chickens. Her mom was right!
Farmer Henry taught Ellies class how a farm works. He showed the students how to milk a
cow. He even let Ellies classmate, Jamal, collect the eggs from the chickens.
When Ellie got home, her mom asked, How was the farm? Ellie smiled. It was the best
field trip ever! she said.
PART 2: Use the chart below to record all of the nouns, verbs, and adjectives from
the story.
GRADES K1: The Best Season
Objectives: Students will develop and use
vocabulary for different types of weather;
students will gain an understanding of how
the seasons change.
Materials Required: The Best Season
Student Reproducible; Classroom poster;
whiteboard and low-odor dry erase makers;
index cards; art supplies such as markers,
glitter, and paint.
Background Discussion (10 minutes)
1. Discuss how the weather changes as the
seasons change. Describe the seasons in your
region. Activate prior knowledge by asking
students to describe their favorite activities in
each season. Tell students that the seasons are
different in different parts of the world. For
example, the Southeast part of United States is
warmer during the whole year than the
Northeast United States. In the Southeast,
leaves on many of the trees do not change
colors in the fall. Places in the Southern
Hemisphere have winter weather during the
months that there is summer weather in the
Northern Hemisphere. In tropical areas, near
the equator, there are only two seasons: the
rainy season and the dry season. Direct
students attention to the classroom poster.
Using the Student Reproducible
(25 minutes)
2. Draw a 4-column chart on the whiteboard
titled: Sensational Seasons. Label each of
the columns with one season: Summer,
Fall, Winter, Spring.
3. Distribute copies of The Best Season
Student Reproducible. Review the words in
the Word Bank together. As a class, decide
which word belongs with each season and
add it to the correct column on the chart.
Use different colored markers for each
season to separate them visually.
Sensational Seasons
humid crisp freezing drizzle
4. Ask students to add their favorite season-
appropriate words to the chart.
5. Read the story on the reproducible aloud.
As a class, choose words from the chart to
fill in the blanks.
6. Ask students to write one sentence about
their favorite season on the reproducible.
Colorful Extension Activity (25 minutes)
7. Create a simple bulletin board in the shape
of a tree trunk and branches using bulletin
board paper. Have students add season-
appropriate vocabulary words and
decorations to the tree as the seasons
change. Here are some ideas:
Wintersnowflakes, Springbirds,
raindrops, or flowers, Summergreen
leaves, Fallcolored leaves or apples.
Encourage students to use the words in
their own writing throughout the year.
Answer Key:
freezing, snowy, drizzle, humid, crisp
Grade 3: Grammar on the Go
Objectives: Students will identify basic parts
of speech in a reading passage.
Materials Required: Grammar on the Go
Student Reproducible; Classroom poster;
whiteboard and low-odor dry erase markers,
pencils; markers
Background Discussion (10 minutes)
1. Review the parts of speech with students.
Write the following definitions on the
whiteboard in the colors indicated:
Noun (write in BLUE): A word that names a
person, place, or thing
Verb (write in RED): A word that describes
an action
Adjective (write in GREEN): A word that
describes a quality of a person, place, or thing
2. Write the following sentence on the board:
My furry dog BooBoo barked when a big
truck drove by our house.
3. Together with students, identify the parts
of speech in the sentence. Circle the nouns
in blue (dog, BooBoo, truck, house), the
verbs in red (barked, drove), and the
adjectives in green (furry, big).
4. Direct students attention to the classroom
Using the Student Reproducible
(20 minutes)
5. Distribute copies of the Parts-of-Speech
Field Trip Student Reproducible to students.
Read the directions aloud and allow time
for students to complete the worksheet.
Colorful Extension Activity (20 minutes)
6. Have students creatively illustrate any part
of the story. Then, have them label their
drawing, and display it in the classroom.
7. Have students write a paragraph to
continue the story. Separate students into
pairs and have them trade paragraphs.
Have pairs circle the nouns, adjectives, and
verbs in one anothers paragraphs and add
them to their charts.
Answer Key:
alarm clock; Ellie; bed; teeth; stairs; mom; eggs; farm;
chickens; school; classmates; bus; Mrs. Gibbs; day;
one; bus; Farmer Henry; eyes; animals; horses; cows;
rabbits; chickens; class; students; Jamal; field trip
rang; jumped; dressed; brushed; ran; made; said; are
going; come; bet; smiled; exclaimed; boarded; going.
to have; was; walked; believe; counted; taught;
showed; milk; let; collect; asked; said
noisy; yummy; great; first; brown; large; furry;
feathered; best
The Best
Grades K1
Use the words in the Word Bank or your own words to complete the story.
SCRATCH, SCRATCH, SCRATCH, Barney the beagle scratched his paw by the front door.
Lets go for a walk, said Maria. Barney wagged his brown tail.
Maria pulled on her boots and buttoned her coat. Then she put a sweater on Barney.
We have to dress warm. The winter weather is , she said.
Maria and Barney stepped outside. Barney lifted his paws off the ground.
Maria laughed, The ground will warm up soon. Spring is almost here. Then we will wear
our raincoats in the afternoon .
Barney barked and wagged his tail. Maria saw her friend Joe across the
street. He was daydreaming again. What are you doing? asked Maria.
Im thinking about summer, said Joe. I cant wait for the hot,
It wont be long now, said Maria. But Barney and I like fall best.
The , cool air feels just right.
I think Barney likes summer better than fall, said Joe.
Lets ask him. said Maria. What season is your favorite, Barney?
Barney barked, RUFF, RUFF. He licked Marias face.
I think he likes all the seasons, laughed Joe. He is happy to take walks with you.
What season do you like best? Write a sentence about your favorite season.
Word Bank
Grades 12 Grade 3
PART 3: Draft
Copy the purpose sentence. Then, write three to five supporting sentences using your
ideas from the chart above.
My Favorite
Use this brainstorm sheet to help you write about
your favorite room.
PART 1: Complete the purpose sentence.
My favorite room is: _____________________________.
PART 2: Describe your favorite room.
on the Go
nouns verbs adjectives
looks sounds smells tastes
Using the Classroom Poster: Color is a great way to help students organize new vocabulary words. Ask your students to think
about the four seasons and review the nouns, adjectives, and verbs that tell about each season. Then, ask the students to think of their favorite
words to add to each list.