Adjectives — Year 1 Lesson Plan
National Curriculum: English Appendix 2 — Grammar: words (nouns, adjectives) — Year 1
Overview
Pupils learn to identify and use adjectives to describe nouns, understanding that adjectives make writing more interesting and precise. They practise using adjectives in sentences and begin to use them to improve their own descriptive writing.
Adjectives learning objectives
- Understand that adjectives are describing words that tell us more about a noun.
- Identify adjectives in sentences.
- Use adjectives to improve a simple sentence.
- Choose precise adjectives to create a clear picture for the reader.
Success criteria
- I can say what an adjective is.
- I can find the adjective in a sentence.
- I can add an adjective to a noun to make my sentence more interesting.
Key Vocabulary
Suggested Lesson Structure
Show a picture of an animal (e.g. a fox). Ask pupils to call out words that describe it. Collect on the board. Introduce: all these words are adjectives — they tell us what the fox is like.
Explain adjectives using familiar examples: 'the big dog', 'a red apple', 'three shiny coins'. Model how adding an adjective before a noun changes the picture in the reader's mind. Compare: 'The cat sat on the mat' vs 'The tiny, striped cat sat on the soft mat'.
Pupils choose adjectives from a word bank to improve a set of simple sentences. Then swap with a partner: did they choose different adjectives? Why?
Pupils write three sentences describing a picture, using at least one adjective in each sentence. Encourage them to think of their own adjectives rather than using the word bank.
Share two sentences: one with no adjectives, one with adjectives. Which creates a better picture? Pupils explain why.
Support and extension for adjectives
Support
- Give a picture-supported word bank sorted by sense (colour, size, feel) and ask pupils to choose one adjective for each noun.
- Use oral sentence stems first: “I can see a ___ dog.” Write only once the sentence has been said aloud.
- Work on noun-adjective matching with real objects (a soft scarf, a heavy book) before moving to pictures.
Extension
- Use two adjectives before a noun, separated by a comma: “a tiny, striped cat”.
- Replace a weak adjective with a precise one (“big” becomes “enormous” or “towering”) and explain the choice.
- Write a three-sentence description of a character for a partner to draw, using only adjectives to help them.
Check for understanding
Quick questions for the plenary or an exit ticket. Tap a question to see the answer.
1. Underline the adjective: “The fluffy rabbit hopped away.”
Answer: fluffy
2. What does an adjective tell us?
Answer: More about a noun: what it looks, sounds or feels like, its size, colour or number.
3. Add an adjective to improve: “The ___ dragon flew over the castle.”
Answer: Any suitable adjective, for example fierce, green or enormous.
4. Which word is the adjective in “three red apples”? Is there more than one?
Answer: Both “three” and “red” describe the apples.
Resources you will need
- A large picture of an animal for the starter (a fox works well)
- Adjective word bank, ideally with pictures
- Simple sentences to improve, one per strip
- Picture prompts for independent writing
- Mini whiteboards and pens
Common Misconceptions
- Pupils sometimes use adjectives after the noun ('the cat big') rather than before it — reinforce correct word order in English.
- Overusing 'nice', 'big', and 'good' — encourage pupils to think of more precise alternatives.
Prior Knowledge
Pupils should already be able to:
- Ability to identify nouns (naming words).
- Experience describing things verbally in class discussion.
Make it yours
Want a personalised version of this lesson?
Use Staffroom to generate a complete lesson plan tailored to your class — add context about ability, recent learning, or specific pupils and get a plan ready to teach. Free plan, no card required.