CEClang.86


TITLE:  ADJECTIVE?  WHAT'S AN ADJECTIVE?

AUTHOR:  Carol Damm, Pine Hills School;
         Miles City, MT.

GRADE LEVEL:  Appropriate for grades 5-12.

OVERVIEW:  This activity gives students the opportunity
to think creatively and work in small groups.  It
provides constructive out of seat activity and builds
student's knowledge of adjectives or descriptive words
and their use in creative writing.

OBJECTIVES:
1.   Students will learn what an adjective is and how
     it can be used to make creative writing more
     interesting.
2.   Students will be able to work cooperatively in a
     small group.
3.   Students will use their creative ability and
     vocabulary to describe a picture.

RESOURCES/MATERIALS:
1.   4 foot piece of heavy newsprint or butcher paper
     for each group.
2.   Masking tape or other means of attaching paper to
     wall.
3.   A different colored marker for each group
4.   A scenic picture to be mounted on the top of each
     piece of long paper (I like to use a variety of
     pictures including fantasy, rustic, even formal
     outdoor pictures.)

ACTIVITIES AND PROCEDURES:
1.   Mount pictures at the top of the long sheets of
     paper and hang them around the room or in hall
     ways.  Students will be writing on them so make
     sure the surface is smooth, markers do not fade
     through the paper, and there is enough space for
     students to stand in front of their picture with
     out bothering the next group.
2.   Divide students into workable groups equal to the
     number of pictures being used.  Select a student
     to write and give him a marker.  Be sure each
     group is a different color.  Emphasize the need
     for all students to contribute not just the one
     who is doing the writing.
3.   Students are to make a list of words that describe
     what they see in the picture.  These must be
     single words not phrases and they can only be used
     once.  Ex. The word green may be used to describe
     the grass and the trees in a picture, not green
     grass and green tree.  Depending on the length of
     the class period and the follow up activities I
     set a timer for about 10 minutes.
4.   When time is up groups move to the next picture
     and continue the word list.  The only catch is
     that they can not use the same words as the
     previous group.  They must come up with original
     ones of their own.
5.   Continue the rotation until each group has had an
     opportunity to work on each picture.
6.   When the lists are completed the teacher should
     read through the lists reviewing them with the
     students.  The following are suggestions on what
     to look for:
     a.   Does the word describe the picture?
     b.   Is the word listed only once?  If not the
          second listing is crossed out.
     c.   Is each word found in the dictionary or
          did students make them up?
     d.   Discuss which group made the best and most
          contributions to the pictures:  the group
          who worked on a picture first or  last.
     e.   Which pictures were the easiest to
          describe?
7.   The rest of the activity may be done in small
     groups or individually.  Do one or all of the
     following.
     a.   Write a poem about one of the pictures
          using as many of the adjectives as
          possible from the list.
     b.   Write a story about one of the pictures
          making sure that none of the words on the
          list are used.  Rewrite the story using
          appropriate adjectives from the list to
          see how much more interesting the story
          becomes.
     c.   Have the student become part of the
          picture then write a story including the
          who, what, when, where, and why format.
     d.   Same as above except from the prospective
          of a news reporter

SPREADING IT ACROSS OTHER SUBJECT AREAS:
Math:
a.   Use a bar or line graph to show the number of
     words each group got on each picture.  Use the
     same colors as the markers for easy comparisons.
b.   Figure the percentage of words each group had on
     each page or total number of words.  Make a circle
     graph showing the results.
c.   Count the syllables or number of letters in each
     word and find out what the average number of
     syllables or letters each word has or which group
     averaged the highest number.

Study Skills:
a.   Look up each adjective in a thesaurus and make a
     list of synonyms.
b.   Arrange the words in alphabetical order or divided
     into syllables
c.   Students may make individual word lists including
     the group generated ones as well as any they may
     think of.  The process may continue by listing
     action words and adverbs.

Social Studies:
a.   Instead of scenic pictures use period pictures or
     post certain years at the top of the paper.  Have
     students describe the era using single words.

Science:
a.   Place the words: Moneran, Protist, fungus, Plant,
     and Animal on the sheets of paper.  Have students
     list characteristics or examples of each--good
     review of the Classification system or as a
     research project.

TYING IT ALL TOGETHER:  Surprisingly enough this
activity becomes a favorite among students.  It
generates more and more creative thought each time it
is used.  Teachers may encourage students to make their
own word lists before beginning a creative writing
assignment.  It is also an spring board for teachers
creativity and the development of new projects.