Beacon Lesson Plan Library
Guess What It Is?
Colleges and Universities - Florida
Students write and present a descriptive 'powergraph' that describes a secret object using prior knowledge of adjectives, clustering graphic organizers, and presentation skills. Authors read powergraphs and classmates 'Guess What It Is.'
The student uses a variety of strategies to prepare for writing (for example, making lists, mapping ideas, rehearsing ideas, grouping related ideas, story webs).
The student writes for a variety of occasions, audiences, and purposes (for example, letters to invite or thank, stories or poems to entertain, information to record).
The student uses strategies to speak clearly (for example, appropriate rate, volume, pitch).
-Objects (small) from home to generate main topic
-Access to computers with word processing software
-Access to printers
-Construction paper or tag board
-Binder if available, three-hole punch and fasteners, or stapler
-Overhead projector or black board
-Pages found in the Associated File
1 Prepare collection of objectives.
2. Review adjectives with the class.
3. Review writing a powergraph ahead of the lesson. See attached file.
4. Review oral presentation skills.
5. Get overhead projector and pens for marking.
6. Arrange for computers to be available to type powergraphs. (optional)
7. Obtain a digital camera for Day Two of the lesson.
8. Gather colorful tagboard/poster board sized for the individual or group book for Day Two.
9. Prepare the lesson sheet (overhead transparency) for Characteristics of Descriptive Genre. See attached file.
1. Display and identify several objects such as an apple, toy, cookie, or a favorite personal object.
2. As a whole group, have students use adjectives to describe some of the objects. (Review the definition of an adjective, if necessary.)
3. List and identify characteristics and guidelines of a descriptive genre (powergraph or power essay) on overhead. (See #3 on Teacher Preparation.)
4. Pick one of the objects on display and on overhead use a clustering strategy to brainstorm a description of the chosen object.
5. Divide the class into cooperative groups. Each group will then select an object and use a clustering graphic organizer that uses adjectives to describe that object. Ideas for objects could include anything within the classroom or school such as a chair, desk, basketball hoop, computer, bookshelf, etc.
6. Groups share with the whole class their cluster of adjectives and ask for classmates to guess the object.
7. Tell students to think about and select a SECRET object to describe in a powergraph. (On presentation day, students will bring these objects to class.)
8. Have each student create a clustering graphic organizer that uses adjectives to describe the SECRET object. During this guided practice time, circulate around the class to provide any help or suggestions that may be needed.
9. Students independently write their own descriptive powergraphs. Each powergraph must end with the final sentence, Guess what it is?
10. In small groups, students share their descriptive writings. Review with students presenting skills such as volume, voice pitch, and talking too quickly. This is time for compliments and/or suggestions for initial drafts. If peers within their groups guess the object, they must keep the object a SECRET.
11. Students complete their final drafts using a computer word processing program, writing, or typing.
1. Students bring their SECRET objects to class.
2. Students take turns presenting their descriptive powergraph and ask classmates to guess what the object is. Again, review good speaking skill with students. Include, volume, voice pitch and talking too quickly for the audience to understand.
3. At this time, use digital camera to take a picture of the student and the SECRET object.
4. Students make a booklet that contains their clustering graphic organizers, descriptive powergraphs, and pictures of the SECRET objects.
5. Select a group to make a whole class book (titled “Guess What It Is!) that contains everyone’s work, which could later be shared with other classrooms or the library.
As students create their organizers, write their Powergraphs and present, use The Rubric for Graphic Organizer, Powergraph, and Oral Presentation (see Associated File) in order to determine if each student has a good understanding of the concept, a growing understanding of the concept, or needs remediation.
Circulate and formatively assess students as they use the technology tools. Provide assistance for students who are experiencing difficulty and monitor accordingly.
-Students can write a Power Essay instead of a powergraph.
-Instead of writing about a secret object, students could select a famous/historical person or a geographic location to describe.