5-E Phases EngageShow class two pictures of similar subjects, one plain and one colorful. Ask class which they prefer, which is more interesting. Explain the function of adverbs and adjectives. ExploreStudents will use adverbs and adjectives to make sentences more interesting. They will be given a sentence in groups of two. ExplainStudents will make their own sentence and tell the class what they added to make it more interesting. ElaborateStudents will write a paragraph (minimum) about a favorite object or activity (or whatever they choose) for homework. They will add an appropriate amount of adjectives and adverbs to make it interesting and they will share with their classmates next class. EvaluateThe paragraphs will be turned in after sharing. Students will be assessed based on level of skill displayed within writing.

 Teacher will discuss adverbs and adjectives and how they enhance sentences.  Students will work to make sentences more interesting with the help of adverbs and adjectives.  Materials: paper, pencils, premade lists if wanted

4.4 Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts.  Evaluation and Revision: Review, evaluate, and revise writing for meaning and clarity. (Core Standard) 4.5 At Grade 4, students are introduced to writing informational reports and responses to literature. Students continue to write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of Standard English and the drafting, research, and organizational strategies outlined in Standard 4 - Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.  Use varied word choices to make writing interesting. (Core Standard) 4.6 Students write using Standard English conventions appropriate to this grade level  Handwriting: Write smoothly and legibly in cursive, forming letters and words that can be read by others.  Create interesting sentences by using words that describe, explain, or provide additional details and connections, such as verbs, adjectives, adverbs, appositives, participial phrases, prepositional phrases, and conjunctions. Verbs: We strolled by the river. Adjectives: brown eyes, younger sisters. Adverbs: We walked slowly. Appositives: noun phrases that function as adjectives, such as We played the Cougars, the team from Newport. Participial phrases: verb phrases that function as adjectives, such as The man walking down the street saw the delivery truck. Prepositional phrases: in the field, across the room, over the fence. Conjunctions: and, or, but (Core Standard)

 My dog ran.  Fish splashed in the water.  Birds sang outside.  I have a shirt.  I skated home.  The rain fell yesterday. Adverbs and Adjectives Fast Small Loudly Beautifully Blue Old New Brown Quickly Big Softly Large

Grading AspectsExcellent 3 points Average 2 points Improvement Needed 1 point Adverbs/ Adjectives present Three each of adverbs and adjectives present Two each of adverbs and adjectives present One or less each of adverbs and adjectives present CohesionParagraph expresses idea(s) and meaning clearly Idea(s) are present but meaning not clear Idea(s) missing and meaning is not clear HandwritingParagraph is easily read, handwriting is neat and legible. Paragraph is somewhat neat and legible Paragraph is not neat or legible Interesting word choice Three interesting words are present Two interesting words are present One or no interesting words are present

 Write a minimum of one paragraph describing your favorite object, activity, or any idea that pleases you. Work to incorporate adjectives and adverbs. Handwriting should be polished and neat. Be sure your ideas are easy to follow and your paragraph makes sense. Paragraphs will be shared next class. Make an effort to choose words that are not often used in place of common words, ex: hot-scorching or blistering cold- arctic or chilly