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K–12 teaching and learning · from the UNC School of Education

Pattern Writing Using Nouns and Adjectives

In this lesson plan, students will think and write creatively using nouns and adjectives. They will experience all phases of the writing process.

A lesson plan for grade 6 English Language Arts

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  • Word Bank: The Word Bank provides students with a classroom resource for "researching" the correct spelling of words that students want or need to use in their writing on a daily basis.

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Learning outcomes

Students will:

  • demonstrate a well-developed knowledge of adjectives and nouns.
  • use adjectives and nouns in the development of poetry.
  • think and write creatively.

Teacher planning

Time required for lesson

1 hour

Materials/resources

  • The poem: 
     Beans, Beans, Beans. Baked beans, Butter beans, Big fat lima beans, Long thin string beans- Those are just a few. Green beans, Black beans, Big fat kidney beans, Red hot chili beans, Jumping beans too.

    By Lucia and James Hymes in Hooray for Chocolate published by Addison Wesley, (Reading, MA: 1960).

  • The following outlined pattern: 
    noun,noun,noun,_______________ noun,_______________ noun,____________ _____________ _____________ ____________ noun,____________ _____________ _____________ ____________ noun-                           Those are just a few.____________ noun,____________ noun,____________ _____________ _____________ ____________ noun,____________ _____________ _____________ ____________ noun,____________ noun too.____________ noun,____________ noun,Don't forget _____________ ____________ noun.Last of all, best of all.I like _____________ ____________ noun.

    Eileen Hoernlein found in Communication in Action: Teaching the Language Arts (3rd ed.). (1986). Boston, MA: Houghton Mifflin Company 348.

Technology resources

ClarisWorks - wordprocessing

Pre-activities

This lesson needs to be presented to students who have an understanding of nouns and adjectives. The poem “Beans, Beans, Beans,” by Lucia and James Hymes in Hooray for Chocolate is read orally to the students.

Activities

  1. The outlined pattern for writing the poem should be done through oral composition with whole class participation or the following poems completed by students of Eileen Hoernlein may be shared with the students: 
     Pickles, Pickles, Pickles. Fat pickles, Skinny pickles, Little, sour, juicy pickles- Those are just a few. Dill pickles, Hamburger pickles, Sandwich and lunch pickles, All-by-themselves pickles Whopper pickles too. Salad pickles, Tuna fish pickles, Don't forget spiced pickles. Last of all, best of all, I like sliced pickles."

    by Rodney Keys. Found in Communication in Action: Teaching the Language Arts (Boston, MA: Houghton Mifflin Company, 1986), 349. 

     Bugs, Bugs, Bugs. Bad bugs, Spider bugs, Daddy long legs bugs, Dead, smushed up bugs- Those are just a few. Cockroach bugs, Green bugs, Brown, yellow, black bugs, Lightening bugs too. Don't forget ant bugs. Last of all, best of all, I like ladybugs!

    by Michael Robinson. Found in Communication in Action: Teaching the Language Arts (Boston, MA: Houghton Mifflin Company, 1986), 349.

  2. The students will pick one noun and describe it using the outlined pattern provided.
  3. The students should be allowed to use words other than adjectives if the words communicate a clearer message.
  4. The students will use the phases of the writing process from prewriting to publishing using the wordprocessing feature of Clarisworks.

Assessment

The completed poems will be the verification of the students’ progress. The poems will be assessed using the outlined pattern given for the poem. The phases of the writing process from prewriting to publishing will be assessed.

Supplemental information

The lesson was adapted from Communication in Action: Teaching the Language Arts (Boston, MA: Houghton Mifflin Company, 1986), 347-349.

Related websites

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Comments

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North Carolina Curriculum Alignment

Computer Technology Skills (2005)

Grade 6

  • Goal 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies.
    • Objective 2.04: Use proper keyboarding techniques to improve accuracy, speed and general efficiency in computer operation. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
    • Objective 2.05: Use WP/DTP menu/tool bar features to publish for a specific audience and purpose. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
  • Goal 3: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.
    • Objective 3.09: Demonstrate knowledge of the advantages/disadvantages of using word processing to develop, publish, and present information to a variety of audiences. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
    • Objective 3.10: Select and use WP/DTP features/functions to design, format, and publish assignments/products. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing

English Language Arts (2004)

Grade 6

  • Goal 1: The learner will use language to express individual perspectives drawn from personal or related experience.
    • Objective 1.02: Explore expressive materials that are read, heard, and viewed by:
      • monitoring comprehension for understanding of what is read, heard, and/or viewed.
      • analyzing the characteristics of expressive works.
      • determining the effect of literary devices and/or strategies on the reader/viewer/listener.
      • making connections between works, self and related topics.
      • comparing and/or contrasting information.
      • drawing inferences and/or conclusions.
      • determining the main idea and/or significance of events.
      • generating a learning log or journal.
      • creating an artistic interpretation that connects self to the work.
      • discussing books/media formally and informally.
    • Objective 1.03: Interact appropriately in group settings by:
      • listening attentively.
      • showing empathy.
      • contributing relevant comments connecting personal experiences to content.
      • monitoring own understanding of the discussion and seeking clarification as needed.
  • Goal 2: The learner will explore and analyze information from a variety of sources.
    • Objective 2.01: Explore informational materials that are read, heard, and/or viewed by:
      • monitoring comprehension for understand of what is read, heard, and/or viewed.
      • studying the characteristics of informational works.
      • restating and summarizing information.
      • determining the importance and accuracy of information.
      • making connections between works, self and related topics/information.
      • comparing and/or contrasting information.
      • drawing inferences and/or conclusions.
      • generating questions.
  • Goal 4: The learner will use critical thinking skills and create criteria to evaluate print and non-print materials.
    • Objective 4.02: Analyze the communication and develop (with teacher assistance) and apply appropriate criteria to evaluate the quality of the communication by:
      • using knowledge of language structure and literary or media techniques.
      • drawing conclusions based on evidence, reasons, or relevant information.
      • considering the implications, consequences, or impact of those conclusions.
  • Goal 6: The learner will apply conventions of grammar and language usage.
    • Objective 6.01: Demonstrate an understanding of conventional written and spoken expression by:
      • using a variety of sentence types correctly, punctuating them properly, and avoiding fragments and run-ons.
      • using appropriate subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
      • demonstrating the different roles of the different parts of speech in sentence construction.
      • using pronouns correctly, including clear antecedents and correct case.
      • using phrases and clauses correctly (e.g., prepositional phrases, appositives, dependent and independent clauses).
      • determining the meaning of unfamiliar vocabulary words by using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffices) of words.
      • extending vocabulary knowledge by learning and using new words.
      • exploring the role and use of dialects and of standard English to appreciate appropriate usage in different contexts.
      • developing an awareness of language conventions and usage during oral presentations.
    • Objective 6.02: Identify and edit errors in spoken and written English by:
      • reviewing and using common spelling rules, applying common spelling patterns, and developing and mastering an individualized list of words that are commonly misspelled.
      • applying proofreading symbols when editing.
      • producing final drafts that demonstrate accurate spelling and the correct use of punctuation and capitalization.
      • developing an awareness of errors in everyday speech.