Adjective Mystery Bags

Materials/Equipment:

Teacher Needs
24 Paper Bags filled with random household objects

Curriculum Integration:
Language Arts

Technology

Rough and smooth rocks, seashells,

playdoh, string, rabbit fur, burlap, dog
toy, spike collar, que ball, golf ball,
smooth and rough wood, quartz, sand,
pipe cleaners, fake leaves, & acorns etc.
Hairy, Scary, Ordinary What is an Adjective?
By Brian Cleary
Youtube video (School House Rock, Unpack your
adjectives)
I Spy Pictures
Bell or Buzzer (to initiate rotation)
Students Need
Texas Treasures Text Book & Writing Skills book
Plus LA/SS Spiral Notebook

TEKS Achieved:
Language Arts
TEKS 2E; Use a thesaurus to determine
alternate word choices
TEKS 20Aiii; Use and understand
adjectives in the context of reading,
writing, and speaking
ELPS 2I; Demonstrate listening
comprehension by collaborating with
peers/taking notes

Submitted by: Jorden Coffman

Grade Level: 5th

Blooms Taxonomy:

Analysis
Comprehension/Understand
Application

Classroom Strategies:

Hands-On
Technology
Independent Activities Simulation
Lecture
Whole-group

Differentiated Learning:
Visual/Spatial
Kinesthetic
Intrapersonal

Subject/Topic: Language Arts

Rationale: I can use proper and common adjectives to describe nouns

Objectives:

TSW be able to use a thesaurus in order to find synonym adjectives being described
TSW be able to give examples of adjectives through oral and written language
TSW collaborate with peers to find adjectives within a picture and an object, plus take notes as
a whole class to gain initial understanding
TSW through exploration of varies objects students will find and share their adjectives within
individual and whole class settings

Lesson Plan:
Introduction (Anticipatory Set/Motivation):

Ring Ring
Ring the bell to grabs students attention and tell them that today we will be learning about adjectives
(Bags will be set up prior around the classroom)
Tell students you have a very exciting activity planned for them today that will allow them to use their senses
in order to give adjectives to describe a variety of different objects.

Information Giving:
Students will begin the lesson by writing the learning target and definitions of common and proper nouns in
their LA/SS spirals. I will have the students read the definitions of each within their Texas Treasures book
and then they will write them down in their notebooks for future referencing

Modeling:
I will model for students different examples of each type of adjective for them to write down in their
notebooks and then I will read the book Hairy Scary Ordinary What is an Adjective by Brian Clearly which
will give them a variety of different adjectives to start thinking about

Check for Understanding:

To check for understanding I will show the book over the ELMO so that students can point out which words
are adjectives throughout the story. Once I feel that the students have a good grasp on an adjective I will
show a quick video on adjectives just to further their understanding of adjectives
(School House Rocks- Unpack Your Adjectives)

Guided Practice:

Students will then show their understanding of adjectives by pointing out different describing words they see
within a picture full of many different things to describe. Pictures are from an old I Spy book that have been
ripped out and laminated so I can put them over the ELMO for the whole class to see
When I feel that students have grasped the concept and can describe adjectives independently is when I will
move on to explain the Adjective Bag activity

Independent Practice:
For this activity I will begin by modelling for the students what I want them to do with each object in the bag
(2 adjectives per bag to describe the object inside). I will set my expectations of how the students are to
rotate the bags and explain that I will give each student a stick with a number and that is the bag they are to
start at. I will make sure students fully understand how the activity is supposed to go and my expectations for
what they are to record in their notebook before I release them to stand by their matching number. Students
will get 25 to 30 seconds at each bag, where they will feel and look what is inside and list 2 adjectives to
describe the object before them. When students hear the bell ring they will switch to the next numbered bag
and continue on till they have visited each bag

Closure:
While students are working on their extension activity I will go around to each bag revealing what was inside
and as a whole class let the students give me some of the adjectives that they wrote down during the activity
for each object

Enrichment/Extension:

The students will work on a page in their write source skills book that goes into further detail of how
adjectives can be used. They will be asked to underline adjectives within a paragraph, describe a dog and his
features from a picture, and compare and contrast 3 different dogs using proper and common adjectives.
We also decided that if we didnt want to do the page in the workbook we could have students find 5 objects
around the room and have them right a sentence for each using adjectives to describe the objects they choose
to show their comprehension and application of how to use adjectives

Accommodations:
1.
2.
3.

Run 2 copies of Spiral Notes for dyslexic students

Make sure no students are allergic to rabbit fur
I did make sure that in each block I didnt have any students allergic to rabbits or rabbit fur as that
was one of my objects in a bag and I would have switched it to fuzzy balls if a student was allergic

Assessment/Evaluation (Students):
For assessment I will be collecting each students notebooks for an overall grade and checking to make sure
they did the activity correctly. Plus I will be having the students turn in the write source skills book sheet to
grade and or their 5 sentences.

Assessment/Evaluation (Self):

I thought that the students really enjoyed this activity and I loved that they seemed excited to learn the whole time.
However I would change doing the write source skills book in the end and have them right down sentences of their own
instead as the skills book seemed to have confused most the class. I maybe also would have changed how I laid out the lesson
and maybe done the skills book or sentences first and then went into the activity because I feel like the students didnt
grasp the concept as much as I would have liked. Although I am not sure how much more I could have done because I
modeled everything, took notes with them, read a book, showed a video, and did a hands on activity and it still seemed like
they should have come out with more knowledge than they did. I will be trying a different strategy when I teach it to Mrs.
Parkers classes so hopefully the students will grasp the concept more this time around.