Menu
Cart 0

ILYM's Lesson Plan (Grade 1 - 3)

ILYM's Lesson Plan - Love Placements

GRADE LEVELS:                                         TIME:

1st – 3rd Grade                                               1 Hour 30 Minutes (modify as necessary)

 

OBJECTIVES:

Students will be able to:

  1. Identify and use one, two, and three syllable adjectives correctly when speaking and writing 
  2. Learn grammar concepts that applies to superlative and comparative adjectives
  3. Build team-player and leadership skills by collaborating with their classmates to complete this activity 
  4. Individually and/or collaboratively assess whether a word is an adjective and determine the adjective’s syllable arrangement 
  5. Apply individual analysis by using the knowledge learned during the lesson plan to identify additional adjectives that were not used as part of the lesson plan

 

PRIOR KNOWLEDGE: (is helpful) 

  1. Students should have previously carried out reading and/or activity assignments that discussed adjectives and how they are used 
  2. Students should have an understanding of syllable arrangement and have carried out activities that assisted them with being able to break words down into syllables

 

MATERIALS: 

  • Titled Book I Love You the Mostest
  • White/Smart Board, 
  • White/Smart Board Marker 
  • Blank Wall Cards (provided)
  • Marker
  • Paper
  • Activity Log Sheet- listing words that include adjectives) 
  • Tape or Magnetic Clips 
  • Prize Candy or Goodies (if lesson plan is conducted as a game activity) 

 

PREPARATION:

  1. Instructor will read ILYM and write down all adjectives within the book. Some adjectives are bold and underlined to assist children with understanding superlative and comparative concepts and how to say certain words properly 
  2. Instructor will need to decide how to conduct the lesson plan. This lesson plan can be conducted in three different ways, listed below, based on complexity      
  3. Method 1 -  Instructor will pre-print adjectives extracted from ILYM and additional one, two, and three syllable adjectives on wall cards for each student group.  One, two, and three syllable words that are not adjectives will also be printed on wall cards for each group. Shuffle the stack of wall cards and provide the stack of wall cards to each student group 
  4. Method 2 - Compose a list of one, two, and three syllable words that also includes various one, two, and three syllable adjectives on one sheet of paper.  Adjectives extracted from ILYM should also be scattered among this list.  The list is accompanied by a stack of blank walls cards and provided to each student group 
  5. Method 3 is for higher grade levels - Provide a stack of blank wall cards and a piece of paper to each student group.  Task groups with collaboratively identifying one, two, and three syllable adjectives on their own.  Students will also be required to write down all adjectives in which they hear during the reading of ILYM.
  6. Create three columns on the white/smart board where students would place wall cards based on how many syllables are in each adjective
  7. Set aside a copy of ILYM for each student group.  A sheet of paper should accompany ILYM if method 3 is used
  8. Set aside the correct number of corresponding prizes for the winning group (if lesson plan is conducted as a game activity)

  

ASSESSMENT 

  1. Were students able to benefit by working as a group?  
  2. Did students have sufficient amount of time to complete the lesson plan?
  3. Were students able to easily identify and select adjectives from the pre-printed list or stack of wall cards?
  4. Should more challenging adjectives be added into the lesson plan?
  5. Did the groups complete the lesson plan relatively close in time?
  6. What adjustment would you make in order to yield more benefits when carrying out this lesson plan in the future? 
  7. Did students seem to enjoy participating and learning during the activity? 
  8. If you carried out the lesson plan as a game activity, do you think students would have enjoyed or retain the concepts of the activity better if it was not presented as a game? 
  9. Were all objectives of this lesson plan fulfilled?  If not, what actions could have been carried out in order to satisfy objectives? 

 

PROCEDURES:

  1. Create equal part student groups, based on class attendance, ensuring that students’, who have a strong grasp of the subject matter, are grouped with other students who may benefit from their knowledge
  2. Ask each group to collaboratively select a name for their group and an activity logger who will perform the writing functions of the activity
  3. Provide instructions to students (based on how you have prepared to conduct the lesson plan i.e. providing a list of adjectives versus providing pre-printed wall cards). Student instructions should include the following:
    1. Work collaboratively among each other as a team, ask your team members questions or provide assistance to help each other complete the activity
    2. For Method 1 – Look through the wall cards and determine which words are adjectives versus words that are not adjectives and place them in separate stacks
    3. For Method 2 - Review the list of words and write each adjective on a blank wall card
    4. For Method 3 – Identify as many adjectives as possible and write each adjective on a blank wall card
    5. Review the stack of adjectives and determine the number of syllables
    6. Make separate stacks based on the number of syllables. There should be one stack for one syllable adjectives, a stack for two syllable adjectives, and a separate stack for three syllable adjectives 
    7. Place tape or a magnetic clip on each wall card
    8. Place each wall card (adjective) in the corresponding column listed on the white/smart board
  4. Allow sufficient amount of the time for students to carry out lesson plan based on how you have prepared the material. The lesson plan yields more excitement when it is carried out as a game activity - allowing students to compete against each other.  Instructor may prepare lesson plan to conclude when the first group that correctly post the correct number of adjectives within the correct column is done
  5. Continuously observe and provide assistance and reinforcement as student carry out efforts to identify or select which words are adjectives or how many syllables are in each adjective
  6. Provide explanations, rules, and/or definitions pertaining to adjectives that may assist students with making knowledgeable decisions
  7. If pre-printed wall cards or a list of words were provided to student groups, then task student groups with brainstorming among each other in order to come up with additional adjectives that are not currently listed on the write/smart board and determine which column the adjective should be placed
  8. Upon completion of placing all wall cards, review and allow all student groups to collaboratively assess whether the placement of the wall cards are correct
  9. For incorrect placement of wall cards:
    1. Randomly select student groups or allow all groups to provide the correct answer
    2. Select a student to place the wall card within the correct column
  10. For higher grade level students, ask them to identify adjectives on the board that are in superlative (est) and comparative (er) form or to form adjectives listed on the board into superlative and comparative form 
  11. Provide prize/candy to student groups upon providing correct answers

 

HANDOUTS:

Handout #1 I Love You the Mostest 

Handout #2 Blank Wall Cards 

Handout #3 Activity Log Sheet