Lesson Plan : Allie the Adjective Alligator

Teacher Name:
 Ms.Courtney Harbuck
 Grade 1
 Language Arts

 Cooperative Learning Strategy: Numbered Heads Vocabulary: Adjectives, Describing Words, Details, Numbers, Colors, Sizes
 Rationale: I chose to do the numbered heads strategy because each person in the group is responsible for coming up with an adjective and I thought that the higher level students' adjectives would be a good starting point for the lower level students adjectives.
 While in small groups, the student will be able to name and write adjectives for Allie the Alligator.
 "Allie the Alligator"---I drew an alligator on a large piece of paper. I colored it and had it laminated so that it could be written on. You could also use a clip art of an alligator, enlarge it and then have it laminated. Dry Erase Marker
 Bring in various real world objects, such as an apple, a rubber ball, a face tissue, a wet wipe, and a piece of felt. Have students eel the objects. Ask them what they feel. Call on volunteers to answer for various objects. After allowing various answers, explain to the students that the words they are using are called adjectives, which are words that describe.
 Explain to students that they will be working in small groups. If the students desks are in small groups, that will work as a small group. It is best if each group has the same amount of people. Have group members count off by 1. Display poster of Allie the Alligator. Explain to students that they will each think of one adjective to describe Allie. They will think of one adjective on their own, then share with their small group. The entire group is responsible for each member knowing at least one adjective. Explain to the class that you will call out a number. Whoever was assigned that number in the group, is responsible for calling out an adjective. For example, if you call out number one, each student who was assigned number one will take turns saying their adjective. Have each student write their adjective on Allie.
 For practice, hold up one of the objects used in the introduction. Tell students to come up with an adjective for it. Then have them share with their group. Call out a number and have the students share their adjectives. Have students write their adjectives on the board. If students need more practice, continue practicing.
 Make sure that your groups are balanced in terms of levels. Allow a low level student to work with an on-level or high level student. They can come up with their adjectives together. One could say the adjective and the other could write it on Allie. If you see a group that is really struggling, you might stop and offer ideas for adjectives, just to get their minds flowing. Some students, ESL for example, might not know what certain adjectives mean. Provide real life examples of things that might be described, given the adjective.
Checking For Understanding:
 Walk around and listen to each group share responses. If a group is listing adverbs or verbs to describe Allie, review what an adjective is and does.
 Go over each adjective that was written on Allie. Have students use each adjective to describe Allie. For example, "Allie the _________ Alligator." The student could say, "Allie the funny Alligator."
 Assess students by their responses and their involvement in their group. Use a checklist to make sure that each student has responded.
Teacher Reflections:
 This lesson went very well. The kids LOVED Allie!! They really liked using the dry erase markers to write on her!! My classroom was divided in to 3 small groups with 6 people at each group. This worked very well because I had an even number of group members in each group. However, I switched a couple students around because one group was all very low level students. So I mixed them up with the other groups and ended up with 3 balanced groups. I allowed the lower level learners to work with someone. I noticed that one lower level student that was paired up with a student told that student that he would say the adjective out loud, but the other student had to write it because he did not know how to spell it. I thought that was very interesting. I told him that I wanted him to try and spell it by sounding it out. He ended up spelling it correct. If I were to do this lesson over again, I would like to have about 20 extra minutes to do it. I did this activity in about 20 minutes and I wished that my kids had more time for practice. I ended up answering a lot of the same questions twice. I also think it would have been a little easier for the kids if they had a mini lesson on adjectives, prior to this activity, instead of after. After I finished this activity, my cooperating teacher had a worksheet she wanted them to do. I think I should have done the worksheet first, then do the activity. But, I was very happy with participation and the outcome of my lesson.

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