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Rationale for Teaching Adjectives

The document provides the rationale for a lesson plan focusing on teaching adjectives to a grade one class. It explains that adjectives were chosen as the topic because they are engaging and help students understand differences in word types. A picture book called "Polar Opposites" will be used that features descriptive words. Students will explore objects with different sizes and textures and generate sentences using adjectives. Assessment activities include matching opposites and creating a word bank. The goal is for the lesson to be interactive and help students comprehend adjectives.

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7K views3 pages

Rationale for Teaching Adjectives

The document provides the rationale for a lesson plan focusing on teaching adjectives to a grade one class. It explains that adjectives were chosen as the topic because they are engaging and help students understand differences in word types. A picture book called "Polar Opposites" will be used that features descriptive words. Students will explore objects with different sizes and textures and generate sentences using adjectives. Assessment activities include matching opposites and creating a word bank. The goal is for the lesson to be interactive and help students comprehend adjectives.

Uploaded by

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Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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  • Rationale for Lesson Plan: Explains the choice of adjectives as a focal point for a lesson plan, detailing the rationale and expected benefits for student literacy through engaging activities and thematic discussions.

RATIONALE FOR LESSON PLAN

For the use of literature in the early years English program I decided
to choose Adjectives as my focus for my lesson plan. The reason I
chose adjectives as a focus is because I think its very interesting
topic to teach, as it is very engaging.
I believe its a productive, enjoyable and informative lesson for
students. By teaching this topic to a grade one class, makes the
focus a lot easier to comprehend what adjectives are, and why
theyre used. I have also made sure my lesson plan links to the
Australian Curriculum, as students are able to explore differences in
words such as nouns, verbs, adjectives and adverbs (AusVels, 2015).

The topic of adjectives was chosen as it is an area of literacy that


children are familiar with, this is shown in a number of ways such as
through reading picture story books and through every day
conversations.
To help students understand the word meaning, teachers are able to
get students to construct sentences that clearly indicate meaning
(Seely Flint, Kitson, Lowe, & Shaw, 2014).

To begin the lesson I thought it would be a good idea to tune the


students in with a picture book we have been focussing on for the
past week, which is called Polar Opposites by Erik Brooks.
Reading aloud, and writing offer opportunities for all students to
extend their knowledge, skills and practices through whole-class
explicit lessons or mini-lesson topics based on relevant curriculum
content (Seely Flint, Kitson, Lowe, & Shaw, 2014, p.279).
I knew that the students found this book very interesting as the
book is full of colour illustrations and a wide range of describing
words. This book teaches children about all types of opposites, I
found that students could easily pick up on the different types of
adjectives such soft, hard, sweet, sour and many more.
By incorporating a whole class activity after the read aloud session, I
thought this was a great way to keep students motivated by
interacting with one another. Introducing a small selection of objects
in relation to the book of will help students understand the
differences between size and texture. This activity is very much
hands on; children are able to learn through observation of what
they see and touch. They also are given the opportunity to share
their ideas with one another by saying what they think of the
objects out aloud, which helps them work on their oral language.
The students are faced with a challenge as once the objects are
passed around, I begin to ask them questions such as Who can tell
me what the difference is between the Soccer ball and tennis ball?
by asking the students questions it challenges them to think outside
the box. By making connections with the students through class
tasks it is said to be effective classroom balance, which balances
assertiveness with collaboration (Vinegrad, 2014).

As an informal assessment from what the students have learnt from


the opposites activity, theyre now allowed to create their own
sentences with the use of at least five to eight adjectives. They can
look at the words I have put up for them on the white board as a
guide. I think this activity is very stimulating for students, as they
have to come up with the sentences by themselves however I will
be there for them if theyre finding the task hard. I believe this is an
exceptional idea of a learning experience.
This activity will be followed up by a worksheet task called match
the opposites which will be go hand in hand with the picture book. I
put together this worksheet so that students could make a
connection and identify different types of opposites, however some
words work out to describing words as well.
For early finishers I have set up an extension activity, which involves
students collectively building up a word bank, which is somewhat
challenging but at the same time extremely interactive. This gives
students the chance to practising their own writing skills as well. To
conclude the lesson students can discuss what they have learnt
from todays topic by making connections between adjectives and
opposites with a friend.

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