Beacon Lesson Plan Library
Orange County Schools
Using a Mystery Bag, the What Do You See? game, and an on-campus field trip with Eye-Spy binoculars, students have the opportunity to use descriptive words in many fun ways.
The student knows different functions of language (for example, expressing oneself, describing objects).
-Mystery Bag (dark colored pillowcase)
-Four to five small objects to fit into pillowcase
-[I Went Walking] by Sue Williams, San Diego: Harcourt Brace Jovanovich, 1990.
-Paper for class book
-Markers or crayons
-Toilet paper rolls
-Variety of art materials such as paint, glitter, glue, construction paper, ribbon, etc.
1. Collect one dark colored pillowcase and small objects which will fit into the pillowcase.
2. Obtain the book [I Went Walking].
3. Prepare a page for each student with the writing frame: I went walking, and I saw__________________________________________ .
4. Gather chart paper, markers, and crayons.
5. Prepare Eye Spy binoculars in the following manner: Gather toilet paper rolls. (Two per student are needed.) Tape toilet paper rolls together. Hole punch each side. Tie yarn in each hole. Yarn should be long enough to hang around neck.
6. Gather a variety of art materials, such as paint, construction paper, glue, ribbon, glitter, etc.
1. Begin the lesson by reminding students that language has many different functions or uses. Ask: Can anyone think of a reason we need to use language? Allow for several responses. Give examples if needed. Ask the students: How could you get someone to know what toy you want to play with if you can't think of the name of the toy? (Yes, you would have to describe, or tell about it.) Let students take turns trying this. Introduce the Mystery Bag. Explain that it contains something special. Describe the object using attributes, such as color, shape, size, and use. Students take turns guessing what is in the Mystery Bag. Continue with other items.
2. Play the What Do You See? game. Students are seated in a circle. Two children go into the circle and face each other. The children take turns using descriptive words, such as black hair or blue eyes to tell about their teammate. Prompt children if necessary by asking questions such as what color is his/her shirt. Continue this activity until all students have had the opportunity to play.
3. Show an example of the Eye Spy binoculars.
4. Explain that these will be used during a special activity the following day. Give instructions on how these are to completed. (Students are encouraged to decorate these in individual and creative ways. They should all look different!)
5. Set out a variety of art materials. Allow students to complete binoculars during center time. Save these for the following day.
1. Read the book [I Went Walking] by Sue Williams.
2. Discuss the animals in the story and list on chart paper.
3. Encourage students to think of words to further describe these animals. Record descriptive words on chart.
4. Prepare students for a field trip around the school campus. Explain that each student will be looking for one special object to illustrate and to describe in a class book after the completion of the trip. Pass out the Eye Spy binoculars.
5. As students walk together around campus, stop periodically and encourage one or more students to tell about something they see.
6. Return to the classroom and discuss special objects from the trip. Encourage students to use at least three words when describing each item.
7. Distribute individual papers. Instruct students to draw a picture of the special object.
8. After the illustrations are complete, each student will dictate three or more attributes to the teacher. These will then be recorded on the paper in the writing frame provided. This will serve as the assessment for the lesson.
9. Compile individual pages to make a classroom book. Read the class book together in the whole group, focusing on descriptive words in the text.
Use completed I Went Walking paper to formatively assess the studentís ability to describe an object using three or more attributes. Students who name three or more attributes have mastered this skill. Students who name two attributes are working on this skill. Students who name one attribute, or are unable to name any attributes, need continued practice.
1. Give each student the opportunity to take home the Mystery Bag. Parents will help select an item for the student to describe in class the following day. Parents are encouraged to help the student think of three or more descriptive words about the item. Use the same procedures as described in step one, day one. Continue this activity until all students have a turn.