Beacon Lesson Plan Library

Attractive Adjectives

Amanda Yates
Polk County Schools


This ESOL lesson, that is part 3 of a unit, reviews nouns and verbs, then introduces adjectives. Students learn to identify and use adjectives in sentences, identify them in listening activities, and review all three in a commercial.


The student comprehends and interprets the main ideas and details from televisor, movies, videos, radio, or live presentations produced in the target language.

The student uses appropriate verbal and nonverbal communication for daily activities with peers and adults.

The student follows verbal directions.

The student stays alert while listening.

The student knows patterns and rules found in the English language (for example, grammar usage, word pronunciation).


Day 1
-Objects for adjective activity (ex. apple, shirt, snail, teddy bear, etc.)
-Grammar books
-Short grammar exercise on adjectives from the grammar text

Day 2
-Student Asssessment Checklist (for each student)
-List of sentences for student use

Day 3
-An envelope for each pair that contains words to make 5 sentences
-Blank paper for each student
-Glue for each student
-Formative Assessment Checklist for each student
(see extensions)

Day 4
-Video of commercials
-Formative Assessment Checklist for each student (see extensions)
-One copy of the Commercial Questions (see file)
-Recorded commercial
-One copy of Summative #1 for each student (see extensions)

Day 5
-An envelope for each student that contains different words (than the other envelope) to form 5 sentences
-A blank sheet of paper for each student
-Glue for each student
-Recorded commerical
-Copy of Commercial Questions for each student


Day 1:
Do the following before class:
1. Look at the grammar book and pick out the exercise that you want the students to do. (Identifying adjectives in sentences)
2. Bring the objects that you will use for the describing activity.
3. Set up a table or desk (that is visible to all students) for displaying the objects.

Day 2:
Do the following before class:
1. Make a list of the sentences that you will give to the students (make sure that you have enough sentences for each student to have one).
2. Have the definitions for a noun, action verb, and adjective written on the board and the words, so that students can match them.

Day 3:
Do the following before class:
1. Type the words you want to use for the envelope activity. Make sure that you have adjectives, nouns, and verbs, that each student can make 5 sentences.
2. Make copies of the words, cut them out, and place them into the envelopes. Make sure you have an envelope for each pair of students.
3. Make a list of the partners for the envelope activity.
4. Have the Formative Assessment Checklist ready for each student.
5. Make sure you have enough blank paper and glue laid out for each student.
6. Duplicate the Summative #1 for each student. (See Extensions)

Day 4:
Do the following before class:
1. Record 2 commercials from television.
2. Watch the commercials and record the nouns, verbs, and adjectives, in each commercial.
3. Make copies of summative #2 for each student. (This will be used on Day 5)
4. Make a copy of the commercial questions for teacher use. (see associated file)
5. Set up the television and vcr and have the commercial video ready.

Day 5:
1. Be sure to have copies of the Questions for Summative #2.
2. Follow the same steps as you did for the envelopes in Session 3, except make enough envelopes for each student to have one.
3. Have the television and vcr ready. Get the tape ready to show the second commercial.


Day 1:
1. Review nouns and action verbs.

2. Call out some adjectives: skinny, short, red, young, etc.

3. Ask students if they can tell you what these words have in common.

4. Explain that words that describe are called adjectives.

5. Pull out the various objects that you brought. Display the objects.

6. Have students write 3 adjectives to describe each object.

7. Have students share their adjectives. Give corrective/positive feedback. Use the Formative Assessment Checklist to assess pronunciation.

8. Now, have students look in their grammar books at the section on adjectives. Have them take turns reading about adjectives and reading example sentences, that show how adjectives fit into sentences. If students are not proficient in reading English text, you will need to read it to them and allow them to discuss it. Ask a student to paraphrase the directions for the class before beginning.(For each formative assessment in the procedures for Day 1, see the assessment section of this lesson for criteria.)

Day 2: Practice with Nouns
1. Write the definition for a noun, action verb, and an adjective on the board. Have students tell which defintion goes with each part of speech.

2. Now, write a sentence, containing a noun, verb, and an adjective. Have each student come to the board (one at a time) and label the parts of speech in each sentence you have written. You will need to model this on a couple of sentences. Repeat this process until each child has had a turn.

3. Have students complete the adjective exercise from the grammar text that gives them practice in identifying adjectives in simple sentences. If time allows, students may exchange papers and check the work. If there isn't enough time, assess the papers yourself and return to students tomorrow and review.
(For each formative assessment in the procedures for Day 2, see the assessment section of this lesson for criteria.)

Day 3: Practice Constructing Sentences
1. Put students into pairs and give each pair an envelope, containing enough words to make 5 sentences.

2. Tell them to construct 5 sentences, each containing at least one noun, action verb, and adjective.

3. Then, tell them to label all 3 parts of speech in each sentence. Walk around and help students.

4. When students have correctly assembled all 5 sentences, give them a blank sheet of paper and glue. Instruct them to glue the sentences onto the paper. Ask a student to paraphrase the directions to the class.

5. Have students present the sentences to the class.

6. Tell them that you will be assessing how well they pronounce the words, the correctness of their sentences, if they followed directions, etc. and give them feedback to help them when they present.

7. Administer Summative #1-identification of adjectives from a list. (See extensions.)(For each formative assessment in the procedures for Day 3, see the assessment section of this lesson for criteria.)

Day 4:
1. Show students a commercial you recorded from television. Tell the students ahead of time that you want them to pay close attention and write down any nouns, that they hear in the commercial. Model how to do this with a few examples.

2. As students are recording words, observe them and use the Student Checklist.

3. Show another recorded commercial and tell students to listen and record verbs.

4. Repeat #3, but tell them to record adjectives.

5. Have students share their findings.

6. Then, have them compare how many words were used to try to get them to act (verbs), to try to persuade them (adjectives), and to associate with them (nouns).

7. Let students discuss how much impact these commercials have, due to the word choices that were made. Ask them, -Would the commercials be as effective if they didn't contain certain verbs, adjectives, or nouns?-

8. Also, ask the students comprehension questions about the commercials. These questions can be found the associated file. These will be asked orally to the students and are the same questions that will be used on a summative assessment later. Model how to answer one or two of the questions correctly. Use their answers to assess how well they comprehended the main idea and details from the commercials.(For each formative assessment in the procedures for Day 4, see the assessment section of this lesson for criteria.)

Day 5:
1. Follow the same plan from day 3 except make up different words for the envelopes and do not put students into pairs. Make enough envelopes for each student to have his/her own envelope.

2. Tell the students that this activity will count as an assessment and that you will not help them this time.

3. Collect the constructed sentences and assess based upon whether or not the student was able to construct 5 sentences that each contained a noun, an adjective, and an action verb and whether or not the student was able to label the 3 parts of speech correctly for each sentence.

4. At this time, play the second recorded commercial. Play it twice. Give students the Questions for Commerical Summative #2. (See extensions.) Read each question to the students and allow a few minutes for the student to record his/her answer.(For each formative assessment in the procedures for Day 5, see the assessment section of this lesson for criteria.)


NOTE: Use the Formative Student Checklist to assess behaviors and skills listed. This will need to be available on each student the entire week.

Day 1:
Observe as students write adjectives to describe the items. Formatively assess to see that students are using adjectives, not verbs or nouns. Use the Formative Assessment Checklist (see extensions) to check for pronunciation.

Day 2:
Use the Formative Assessment Checklist to mark the student's ability place words in the correct grammar pattern. Offer feedback and guidance to those who need help labeling the words in the sentences.

Day 3:
Formatively assess to see if students are able to put sentences together. Help students with this practice activity. Use the Formative Assessment Checklist to note pronunciation, following directions, and discussing.Use the answer key to summatively assess Summative #1.(See extensions)

Day 4:
Note students, as you are using the Student Assessment Checklist, as they write down nouns from the commercials. Make sure students are writing the correct part of speech, that has been given in the verbal directions. Use the Formative Assessment Checklist to evaluate the student's ability to stay alert (look for the student sitting up and writing down words as they hear them in the commercial). Evaluate each student's answers to the questions about the commercials. Evaluate whether or not the student grasped the main idea and details from each commercial. Offer feedback and strategies for listening and watching in order to determine the main idea and details of the commercial.

Day 5:
Assess the same skills as you did for Session 3, but this time use the written work, instead of the things you observed. Formatively evaluate the student's written work for the assignment. If a student needs help, give corrective feedback. If the majority of students do not score well, consider reteaching this lesson and having all students re-take the test. Use Summative Assessment #2 and assess based on the commercial. (See extensions.)


a. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: Once you select the unitís link, scroll to the bottom of the unit plan page to find the section, Associated Files. This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).

Attached Files

These are the questions for the commercial activity on Day 4.†††††File Extension: pdf

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