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Tell Me About the Pig

published on: 12/1/2008

Contributing Teacher(s): Jolene Vereecke,

Subject Area: Communication Arts/English grammar/usage, Communication Arts/Writing/research,

Grade Range: Lower Elementary (K-3)

Materials Needed:

• Chart paper
• Writing paper
• 9" x 12" Pink construction paper (up to 40 pieces)
• 9" x 12" Black construction paper (up to 18 pieces)

Objective:

1. The student will be able to produce a descriptive sentence including a noun, verb, and an adjective.
2. This sentence will be written with punctuation, adequate spacing, legibility, and correct grammar.
3. The student will display the work after reading it to classmates.

Essential Question:

Instructional Strategy: Evaluating Student Understanding

Process Standards: Goal 2.1 plan and make written, oral and visual presentations for a variety of purposes and audiences

Content Standards: CA1,

G.L.E.:
CA - Wr - 2 - D - 02
(Writing, Compose well-developed text using standard English conventions, Parts of speech, Grade 2.)

Time Allowance: 4 teaching opportunities of approximately 30 minutes each

Technological Resources:

Extensions:

1. Students can create a story using ideas brainstormed in class.
2. Different animals or objects can be the topic, depending on the current theme.
3. Publish a picture of this activity in the local newspaper or display the final acitivity at a local business.
4. Students may compare/contrast characteristics of a pig and an ant using a Venn diagram.

Integration:
Ask the student for a descriptive word. Write it on a card and then write a similar word on another card. Have students try to distinguish the correct word. Some examples would be: "big, dig" or "pink, pank".

Differentiation:
Provide pre-written sentences for students that may require accommodations. The sentences will be complete except for an adjective. Guide students to choose an adjective. Then write that word on a piece of paper. Students copy that word in the blank. (Ex: The __________ lion walks around.) Some students may need more prompting to provide an adjective. They could possibly illustrate the thought. (Ex: Draw a big lion that walks around or a yellow lion.)

Assessment:
See "Add Files" for assessments.

Description: Students will generate descriptive words about pigs and ants and use these words to form simple written sentences. These will be shared with classmates. Finally these sentences will be displayed in the hallway for students, faculty, and visitors to view.

Comments:

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Classroom Component:

Please click here for the ant drawing

Please click here for the pic drawing

Tell Me About the Pig

Prior to lesson: With 9" x 12" pink construction paper make a large display of a pig and with 9" x 12" black construction paper make an ant for a hallway presentation. I fashioned the pig from a book called Display in a Big Way by Janet Adams. The ant was created on my own. See "Add Files" for diagrams of the pig and ant.

Day 1:

• Give students the pre-test(s).
• Read a nonfiction book about pigs to the class, such as Pigs by Emily K. Green.
• Brainstorm descriptive words, adjectives, that would describe a pig. Write these words on a chart for classroom use. Write several examples of a sentence about pigs using a noun, a verb, and an adjective. Discuss these words and their functions within a sentence.

Day 2:

• Review adjectives and sentences with class. Explain to the students that they will be writing their own sentences about pigs now. Each child will create a sentence using the word "pig", an adjective about a pig, and a verb. Students are encouraged to use creative spelling and to use visual clues around the room such as charts or Word Wall words. For those students who may need accommodations a written prompt could be provided such as: I see the ________ pig. Look at that ________ pig! Allow students to copy a descriptive word in the blank.
• The teacher edits the work and then the students do a rewrite.
• Students read their completed sentences to classmates as time allows. Then tape the sentence to the large pink pig in the hallway. Save any unread sentences for the next lesson.

Day 3:

• Read any sentences that were not shared with the class earlier. Review the use of nouns, verbs, and adjectives. Add sentences to hallway display.
• Now read a nonfiction book about ants, such as Ants by Margaret Hillert.
• Students now write a descriptive sentence about an ant.
• The teacher again edits the work and allows students to rewrite their sentences.
• Students share work with their classmates as time allows.
• Add the sentences onto the large ant hallway display.

Day 4:

• Finish sharing ant sentences. Add these to the large ant in the hallway.
• Give Post-test(s).

Scoring Guide

4 points:	In addition to 3 points, demonstrated skills beyond what was required.
3 points:	No errors or omissions in demonstrating this skill.
2 points:	No major errors or omissions in demonstratring this skill.
1 point:	With help demonstrated understanding of skill.
0 points:	Even with help, no understanding of skill demonstrated.

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Assessment #1   Pre- and Post-test

Name_________________________

Mark the correct answer as your teacher reads the questions.

1. Which word is a descriptive word, an adjective?

dog
brown
the

2. Which word is a descriptive word, an adjective?

big
banana
I

3. Which sentence includes a noun, a verb, and an adjective?

The large cat runs.
The cat runs to me.
I run to the cat.

4. Which sentence includes a noun, a verb, and an adjective?

The door opens
My room has a door
The red door opens

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Assessment #2   Pre-test

Name _________________________

On a sheet of writing paper use all of these words to make a complete sentence.

brown      dog         My           naps

 

 

Assessment #2   Post-test

Name_________________________

On a sheet of writing paper use all of these words to make a complete sentence.

flies        jet           The          huge 

 

 

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Assessment #3   Pre- and Post-test

Name_____________________________

Write in a describing word, adjective to complete each sentence.  You may use resources in the room, such as charts and the Word Wall, or use creative spelling.

1. That  _____________  man is at his desk.

 

2.  How old is that ________________ hat?

 

3. We like the ________________ flower.

 

4. Come to the _________________ lake.

 

5. Can you see the ________________ bird?

 

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