Adjectives and Adverbs Jeopardy Lesson Plan

4. Content Standards
NOTE:
• If a language arts lesson, select standards for items 2 and 3
• If a math lesson, select standards for items 1 and 3
• If a lesson in art, music, social science, science, P.E. or health, select standards for items 1, 2
and 3
• If a lesson in languages other than English (Spanish, French, etc.), select the language’s
content standard in item 1

(1) State-adopted content standard(s) that you will teach in this lesson:

Rationale:

(2) Language Arts Common Core Standards

CCSS.ELA-LITERACY.L.3.1.A
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions
in particular sentences.

Rationale:
The grammar lesson focuses on adjectives and adverbs in sentences. This lesson
will help bridge the connection between grammar as an isolated concept to
grammar being used for bettering their writing. Adjectives and adverbs will help
diversify their writing to be more descriptive.

(3) What ELD standard(s) are necessary for EL students to know in order meet the content
standards:

Part I: Interacting in Meaningful Ways. A. Collaborative. 1. Exchanging Information and Ideas.

Expanding
Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-
taking rules, asking relevant questions, affirming others, and adding relevant information.

Rationale:

I think the standard of contributing ideas to class, group, and partner discussions is extremely
important for the development of language, not only for our ELs but also every student. Students
should practice sharing and discussing their thoughts and ideas with their peers, bouncing ideas off
one another and learning from each other.
5. Learning Objectives
Identify the specific measurable student learning and language objective(s) that students are expected
to achieve that connects with the content standard(s) of the lesson.

Learning Objectives:

Students will be able to correctly identify and provide examples of adjectives and adverbs,
explaining the relationship between an adjective and an adverb and their functions in
sentences.

Rationale:

This learning objective corresponds with the ELA langauge standard in the use and
importance of parts of speech. I want the students to be able to correctly identify adjectives
as adjectives and adverbs as adverbs, understanding their function in a sentence. I also want
students to understand that an adjective typically can become an adverb by adding an -ly to
the end of it and moving it in front of a verb.

Language Objectives:

Students will be able to correctly identify and share examples of adjectives and
adverbs in given sentences.

Rationale:
This language objective corresponds well with the both the ELA Standard and the ELD
standard, focusing on sharing ideas and identifying parts of speech. The students will be
sharing their identifications during instruction, providing examples and understanding of the
concept.

6. Assessments
Identify the type of assessment (diagnostic, formative, OR summative) and describe how you will
assess student progress toward meeting the learning objective(s) identified for this lesson.

• Informal Observation
• Whiteboard Games
• Jeopardy Game
• Mad Libs Exit Slip

Rationale:
Informal observations will be my main source of formative assessment as I will be watching
and looking for what my students know and are understanding based on how they answer
the questions with their Whiteboard Warm Up and the Jeopardy Game. The Whiteboard
Games will serve as a practice for the students on the topic where they will receive
immediate feedback. I will be able to check and observe their answers and listen to their
reasonings and explanations before moving forward with independent practice. The Jeopardy
Game will serve as the formative assessment for independent practice, as they will be
answering questions about what they have learned and applying their knowledge. Finally, the
exit slip will allow me to see their use of adjectives and adverbs and their knowledge of
where they go and what they modify, as well as a reflection on how they feel about the
lesson.

Feedback Strategies:
• Immediate feedback
o Corrective or positive encouragement
o Praise
• Reward system- raffle tickets

7. Vocabulary
Describe the key vocabulary terms and the necessary background knowledge students need to be
taught to access learning.

Tier I (Basic Vocabulary):

Find
Sentence
Writing

Tier II (Academic Language):

Identify
Explain
List
Rewrite
Name
Describe
Modify

Tier III (Content-Specific Language):

Adjectives
Adverbs
Modifier
Noun
Verb

Rationale:
These vocabular words show up throughout the lesson. The Tier 1 words are just basic words that the
students will already know and can use on a daily basis. These words are find, sentence, and writing.
Tier 2 words are academic language terms that may have multiple meanings and can be used across
disciplines and content areas. Words like identify, explain, list, rewrite, name, describe, and modify all
are analytical words that students need to be explicitly taught to understand as they show throughout
their learning in any subject area. Finally, Tier 3 words are content-specific and only appear in
grammar ELA lessons, like adjectives, adverbs, modifier, noun, and verb. These also need to be
explicitly taught as they are necessary to the learning of grammar and ELA, especially once they apply
it to their writing.

8. Materials and Resources

• BrainPop Video on Adverbs

https://www.brainpop.com/english/grammar/adverbs/
• Whiteboards and markers
• Jeopardy Google Slide Presentation
https://docs.google.com/presentation/d/1HnvSKqhM4wwPa8MJQcF5mR
RFeCXL3_zpMB7Vz4XFSww/edit?usp=sharing
• Raffle tickets

Rationale:

The BrainPop video will help introduce the topic of adverbs to the students. They are already familiar
with the concept but the video will help reinforce and highlight new information that they may not
know yet. It serves as a visual representation of the information. We also need whiteboards and
markers to quickly write down answers to questions for formative assesmsments. My Jeopardy Game
Board on Google Slides will also serve as a formative assessment, as well as their independent
practice. The presentation will allow the students to interact with the material in a more engaging
and interesting manner. The raffle tickets will be a reward for excellent and above-and-beyond work
or thinking, as well as a prize for the game. It serves as a classroom management strategy to keep the
students motivated and on task.

9. Instructional Design
Background and connections:
What is the purpose of this lesson? Is this linked to a unit of study? How and where in the unit is this
occurring? Why is this content important for your students? What connections are there to other
subject areas, the students’ lives, or contemporary society?

This lesson continues our second unit of study in grammar. We have been studying parts of
speech, previously covering different types of nouns and verbs. This lesson will continue that
study of parts of speech, focusing on adjectives and adverbs. Isolated, this lesson is just
information that the students are taking in. The real value of this lesson comes when they
apply it in their writing to create more descriptive texts.

Grouping Strategies:
How will students be working in this lesson? What group arrangements will you use? Why?

The students essentially will be working individually throughout the entire lesson. We will be working
as a whole group during direct instruction. Guided practice and independent practice will remain
independent and individual though, because of our new safety protocols and guidelines set due to
COVID-19. The students cannot leave their desks due to the 6ft. social distancing rule, which makes
collaboration and communication more difficult. The classroom would become too loud if we divided
all the students up into groups and they had to talk over each other to communicate. For
independent practice, however, the studens will be grouped into two teams based off their seating
arrangements, but they will still be working individually to answer the questions. For each question,
one student from each team will hold up their answer to represent their entire team. Each student
will be able answer at least one question for their team.

Describe how you plan to use the following strategies, methods and activities in your lesson plan
design.

Lesson Introduction: (5 estimated minutes)

We will begin the lesson with a discussion on adjectives. I will ask the students
the following questions:
• What is an adjective? What does an adjective do?
• Why do we use adjectives in our sentences?
We will play a quick warm up game where I will say aloud a noun and the
students must write down three adjectives to describe that noun on their
whiteboards. I will give 5 nouns.
• For example, the noun could be Mrs. Turner, in which the students may
write happy, caring, kind, etc.
• Another noun could be pencil, in which the students could reply with
yellow, wooden, thin, etc.
These activities will serve as a review before we move onto adverbs and its
connection to adjectives.

Body: (40 estimated minutes)

• Direct Instruction
o After reviewing what adjectives are, we will cover adverbs, beginning with the
BrainPop video on adverbs.
§ An adverb usually tells us about a verb.
• They can also modify adjectives, other adverbs, or clauses. But
today we are focusing on adverbs describing verbs.
§ They tell us how, when, where, how much, or how often.
§ They usually end in -ly, but some do not
• Fast, now, here, never, always, then, and often are all adverbs
that tell us about a verb but do not end in -ly
• I will ask the students to give examples of adverbs.
o I will then explain the relationship between adjectives and adverbs, providing
examples.
§ Happy to happily
• The happy boy ran to the park. vs. The boy happily ran to the
park.
• Happy describes the boy. Happily describes how the boy ran.
• “What do you notice about the adjective happy in the first
sentence?
o It is before the noun and describes what the boy is.
• “What do you notice about the adverb happily in the second
sentence?
o It came before the verb and describes how the boy ran.
§ Adjectives can be before the noun like in happy boy or it can come after
like in the boy who is happy. Adjectives always describe the noun.
§ Adverbs can also come before the verb like in happily ran, but it is also
correct to say it after the verb like in ran happily. Adverbs tell us more
about the verb like how, when, where, how much, or how often.
§ Adjectives and adverbs both describe something.
§ You can usually change an adjective into an adverb by adding -ly to
the end of it.

• Guided Practice
o I will then ask the students to write down on their whiteboard the adjective that
I will provide in a sentence.
§ I will give immediate feedback, positive and corrective when necessary.
§ I will then ask them to identify what is that adjective describing.
§ Then I will instruct them to rewrite the sentence changing the adjective
into an adverb instead.
§ I will give immediate feedback, positive and corrective when necessary.
§ I will then ask them to identify what is that adverb describing.
§ Example that I will model: The clever student solved the riddle. This
sentence can be changed to “The student cleverly solved the riddle.”,
changing the adjective clever into the adverb cleverly by adding an -ly
to the end and moving it in front of the verb.
o We will repeat this process two more times together.
 § I will providing immediate corrective feedback when needed.
o For my focus students, I will modify their assignment by shortening their
writing. Instead of rewriting the entire sentence changing the adjective into an
adverb, they will just have to produce the adverb.
§ The clever students solved the riddle. → clever students will become
cleverly solved.
• Independent Practice
o We will then transition into an interactive game of Jeopardy.
§ I will divide the class into two groups based on seating arrangements.
Each student will get the opportunity to answer a question for their
team.
• I will randomly call on a student from each team to represent
their team after their whole team stands.
§ The students must answer the question on their whiteboard, standing up
when they have finished.
• If the student is stuck, they have one lifeline opportunity. These
lifelines include:
o Ask the Teacher: I will give them a clue or hint.
o Call a Friend: A teammate can help them out.
o Steal: You can steal the answer from your opponent.
§ The first team to have the most people stand up before the timer will get
to answer the question first.
§ If they have the correct answer, they will win the total points. If the
second team also has the correct answers, they will earn half points.
§ If they answer incorrectly, the other team has a chance to steal the
points if they have the correct answer.
§ Each team only gets one chance to answer, before I choose
o The categories are as following:
§ In a Sentence: Students must find the adjective or adverb in the sentence
written, and then tell us the part of speech.
§ Adjectives: Students will answer questions about adjectives that we
learned during instruction to demonstrate their knowledge and
understanding.
§ Adverbs: Students will answer questions about adverbs that we learned
during instruction to demonstrate their knowledge and understanding.
§ Rewrite It: Students must rewrite the sentence, changing the underlined
word into the other part of speech that we learned today.
• For example, if the sentence contains an adjective, they must
rewrite the sentence making the adjective into adverb and
moving it to the correct part of the sentence.
§ Modifying What: Students have to identify the part of the speech of the
bolded word and then identify what that word is describing.
• If the bolded word is an adjective, they have to identify the noun
• If the bolded word is an adverb, they have to identify
o All the students will have to answer the Final Jeopardy Question and hold it up
for me to see.
 § For every student that answers the question correctly, the team will earn
$100 per correct answer.
o The students on the team that has the most points at the end will receive 2 raffle
tickets as a prize.
§
Closure: (5 estimated minutes)
• As an exit slip, the students will have to orally share their answers to the Mad Lib Fill
in the Blank Question left on the board:
o Today, I feel _________ because I _______ learned about adjectives and
adverbs.
(adjective) (adverb)

Differentiation: (What do you need to consider in order to support your students while
planning this lesson?)

The students will be allowed to answer verbally in a written format, orally out loud, as well as
kinesthetically with actions. Each student will take turns answering questions in front of the
class, but will still do the work independently. They will also be consuming the learning in a
variety of ways with videos, discussions, and listening. My students that struggle will be
accommodated with shorter acceptable answers and more time to answer.