ALEX Classroom Resource

  

Adjective Monster

  Classroom Resource Information  

Title:

 Adjective Monster

URL:

 https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/lessons-and-activities/lessons/k-2/adjective-monster/

Content Source:

 Other
The Kennedy Center
Type: Lesson/Unit Plan

Overview:

Students will identify adjectives in the book Go Away Big Green Monster by Ed Emberley.  They will choose an adjective and a shape to create an adjective monster using construction paper and chalk/crayon.  They will create features using paper sculpture techniques.  

Content Standard(s):
Arts Education
ARTS (2017)
Grade: K
Visual Arts
1) Engage in self-directed exploration and imaginative play with art materials.

a. Use motor skills to create two-dimensional art.

Examples: Finger painting, watercolors, paper collage, and rubbings.

b. Use motor skills to create three-dimensional art.

Examples: Rolling, folding, cutting, molding, pinching and pulling clay.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Creativity and innovative thinking are essential life skills that can be developed.
EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?
Concepts & Vocabulary:
  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking
Skill Examples:
  • Create two-dimensional artworks using finger painting, watercolors, paper collage, and rubbings.
  • Create three-dimensional artworks using techniques such as rolling, folding, cutting, molding, pinching, and pulling clay.
  • Work with a partner to create works of art.
  • Working in small groups, use recycled materials to create artworks.
  • Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.
  • Read the book Lines that Wiggle by Candace Whitman to explore different styles of line.
  • Safely use and share scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay.
  • Use symbols to help tell a personal or make-believe story.
  • Manipulate art media to create textures and patterns.
  • Identify and use organic and geometric shapes to create works of art.
  • Show respect for self and others while making and viewing art.
  • Use the primary colors (red, yellow, and blue) to create a free-style painting while singing the names of the colors.
  • Use patterns in designing colored stripes on the shirt of a person you know.
  • Collect found objects such as paper tubes, forks, and pieces of cardboard. Press them in shallow tempera paint, and stamp them on paper to show printmaking.
  • Create a T-chart that separates cool (blue, green, and purple) and warm (red, yellow, and orange) colors in different columns. Use the symbols of water waves for the cool column header and the sun for the warm column header.
  • Work with a partner to find colors, lines, and shapes in art and tell each other what you see.
Arts Education
ARTS (2017)
Grade: 1
Visual Arts
2) Explore and experiment with a range of art materials.

a. Create two-dimensional art.

Examples: Family portrait or gadget printing.

b. Create three-dimensional art.

Examples: Pinch pots or found-object sculptures.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?
Concepts & Vocabulary:
  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue
Skill Examples:
  • Work with a partner or small group to create an artwork.
  • Use the book Perfect Square by Michael Hall to help "thinking outside the box" skills.
  • Create two-dimensional artworks using a variety of gadgets for printmaking.
  • Use paint media to create paintings of family portraits or a favorite memory.
  • Create three-dimensional artworks such as clay pinch pots or found-object sculptures.
  • View a step-by-step demonstration of an artistic technique.
  • Properly clean and store art materials.
  • Use Mouse Paint book by Helen Walsh to teach color mixing of primary to achieve secondary colors.
  • Create a painting inspired by Piet Mondrian's Broadway Boogie Woogie.
  • Create a "Pop Art" inspired artwork of positive and negative spaces and shapes by using colored paper cut-outs and gluing to different background squares.
  • Make a color wheel and identify the complimentary colors (red and green, blue and orange, yellow and purple).
  • Draw different forms in the school environment: cones in the gym, cubes in math center, and sphere used for a globe.
  • Create texture rubbings by placing paper over different surfaces and rubbing with a crayon or oil pastel. Use a rough brick wall, a smooth table, bumpy bubble wrap, or soft felt shapes.
  • Use repetition in art by looking at the designs on a shell or the stripes of a zebra for inspiration.
Arts Education
ARTS (2017)
Grade: 2
Visual Arts
2) Explore personal interests and curiosities with a range of art materials.

a. Create two-dimensional art.

Examples: Paper-weaving, drawing, and resist painting.

Use book about weaving, The Goat in the Rug by Charles L. Blood & Martin Link.

b. Create three-dimensional art.

Examples: Clay animals and pipe cleaner sculptures.

Use a book about clay, When Clay Sings by Byrd Baylor.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Create two-dimensional artworks such as drawing or painting by using a variety of media.
  • Use the book, The Goat in the Rug by Charles L.
    • Blood & Martin Link to learn about weaving.
  • Use clay or pipe cleaners to create small animal sculptures.
  • Work in groups to brainstorm ideas for a collaborative art project.
  • Use a book about clay, When Clay Sings by Byrd Baylor to study Native Americans and their traditions.
  • Use the book A House for Hermit Crab by Eric Carle to explore collage techniques.
  • Create a real or imagined home using two-and-three-dimensional media.
  • Learn how to properly use and store brushes, close glue bottles and marker tops.
  • Use found objects such as leaves, rocks, paper tubes, egg cartons, etc.
    • to create artworks.
  • Use the book A Day with No Crayons by Elizabeth Rusch to explore different colors and values.
  • Create a landscape showing depth by placing the foreground, middle ground and background in their correct positions.
English Language Arts
ELA2021 (2021)
Grade: K
19. Ask and answer questions about unfamiliar words in discussions and/or text.

a. Describe the relationship between words, including relating them to synonyms and antonyms.
Unpacked Content
Teacher Vocabulary:
19.
  • Unfamiliar words
  • Text
19a.
  • Describe
  • Relationships
  • Synonyms
  • Antonyms
Knowledge:
19. Students know:
  • Several question stems related to unknown words.
  • Techniques for identifying unknown words.
19a.
  • Synonyms are words that have the same or a similar meaning.
  • Antonyms are words that have opposite meanings.
Skills:
19. Students are able to:
  • Ask and answer questions about unfamiliar words in discussions and/or text.
19a.
  • Describe the relationship between words, including relating them to synonyms and antonyms.
Understanding:
19. Students understand that:
  • It is important to ask questions to learn the meanings of unfamiliar words.
19a.
  • Words can be related to each other, such as some words having similar meanings (synonyms) and some words having opposite meanings (antonyms).
English Language Arts
ELA2021 (2021)
Grade: K
30. With prompting and support, ask and answer questions about key details in literary and informational texts.
Unpacked Content
Teacher Vocabulary:
30.
  • Ask
  • Answer
  • Key details
  • Literary text
  • Informational text
  • Prompting
  • Support
Knowledge:
30. Students know:
  • Key details in literary and informational texts.
Skills:
30. Students are able to:
With prompting and support,
  • Ask questions about key details in literary and informational texts.
  • Answer questions about key details in literary and informational texts.
Understanding:
30. Students understand that:
  • Text includes key details.
  • After reading a text, knowledge and understanding can be expanded by asking and answering questions.
English Language Arts
ELA2021 (2021)
Grade: 1
12. Ask and answer questions about unfamiliar words and phrases in discussions and/or text.

a. Identify possessives and plurals and use them as clues to the meaning of text.

Example: Jack's coat, mom's car; pigs, pig's, pigs'

b. Identify meaningful parts of words (morphemes) and use them as clues to the meaning of unknown words, including frequently occurring affixes and inflections -s, -es, -ed, -ing, -er, and -est.

Examples: Explain that adding suffix -s changes a singular noun to a plural noun and adding suffix -ed changes a verb to past tense.

c. Describe word relationships and nuances in word meanings, including relating them to their opposites and distinguishing shades of meaning in similar or related words.

Examples: look, peek, glance, stare, glare; big, large, gigantic, monstrous
Act out tiptoe, creep, and march to distinguish shades of meaning in words related to walk.
Discuss synonyms and antonyms.
Unpacked Content
Teacher Vocabulary:
12.
  • Unfamiliar words
  • Unfamiliar phrases
  • Discussions
  • Text
12a.
  • Identify
  • Possessives
  • Plurals
  • Meaning of text
12b.
  • Meaningful word parts
  • Morphemes
  • Unknown words
  • Affixes
  • Inflections
12c.
  • Word relationships
  • Nuances in word meanings
  • Opposites
  • Shades of meaning
  • Similar or related words
Knowledge:
12. Students know:
  • Strategies for identifying unfamiliar words and phrases in discussions and/or text.
  • Several question stems related to unfamiliar words or phrases in discussions and/or text.
  • Techniques for clarifying unfamiliar words and phrases in discussions and/or text.
12a.
  • The features of possessive nouns.
  • The features of plural nouns.
12b.
  • Words are made of meaningful word parts called morphemes.
  • Morphemes can provide clues about the meaning of a word.
12c.
  • Word relationships and nuances in word meanings.
Skills:
12. Students are able to:
  • Identify unfamiliar words and phrases.
  • Ask questions about unfamiliar words and phrases.
  • Answer questions about unfamiliar words and phrases.
  • Clarify meaning of words and phrases through questions.
12a.
  • Identify possessives and plurals of words, such as pigs, pig's, pigs'.
  • Use the possessives and plurals of a word to determine the meaning of a text, like Jack's coat, mom's car.
12b.
  • Recognize meaningful parts of words (morphemes).
  • Utilize morphemes as clues to identify the meaning of unknown words.
  • Use affixes as clues to the meaning of unknown words.
  • Identify frequently occurring root words and their inflectional forms.
12c.
  • Describe word relationships and slight variations in meaning, such as look, peek, glance, stare, glare; big, large, gigantic, monstrous.
  • Describe word relationships by relating words of opposite meanings (antonyms) and similar meanings (synonyms).
  • Distinguish shades of meaning in related words, like acting out tiptoe, creep, and march to distinguish nuances in words related to walk.
Understanding:
12. Students understand that:
  • It is important to ask questions about unfamiliar words and phrases to clarify the meaning of new vocabulary words.
12a.
  • Making a word possessive or plural changes the meaning of a text.
12b.
  • Identifying root words and affixes provide clues to the meaning of unknown words and phrases.
12c.
  • Writers and speakers should carefully select words to convey specific meanings, ideas, and relationships.
English Language Arts
ELA2021 (2021)
Grade: 1
15. Identify and explain adjectives as descriptive words and phrases in all forms of texts, including poems.
Unpacked Content
Teacher Vocabulary:
15.
  • Identify
  • Explain
  • Adjectives
  • Descriptive words
  • Descriptive phrases
  • Poems
Knowledge:
15. Students know:
  • Adjectives are descriptive words or phrases that occur in all genres of text.
Skills:
15. Students are able to:
  • Identify adjectives in all forms of texts, including poems.
  • Explain the meaning of adjectives as descriptive words and phrases in all forms of text, including poems.
Understanding:
15. Students understand that:
  • Adjectives are a type of word that are used to describe nouns in all forms of text.
English Language Arts
ELA2021 (2021)
Grade: 1
22. Ask and answer questions about key details in literary and informational texts.
Unpacked Content
Teacher Vocabulary:
22.
  • Ask
  • Answer
  • Questions
  • Key details
  • Literary texts
  • Informational texts
Knowledge:
22. Students know:
  • Key details are present in literary and informational text.
Skills:
22. Students are able to:
  • Ask questions about key details in a literary and informational text.
  • Answer questions about key details in a literary and informational text.
Understanding:
22. Students understand that:
  • Literary and informational text include key details that must be understood to comprehend the text.
  • After reading a text, knowledge and understanding can be expanded by asking and answering questions.
English Language Arts
ELA2021 (2021)
Grade: 1
40. Describe ideas, thoughts, and feelings, using adjectives, drawings, or other visual displays to clarify.
Unpacked Content
Teacher Vocabulary:
40.
  • Describe
  • Ideas
  • Thoughts
  • Feelings
  • Adjectives
  • Drawings
  • Visual displays
  • Clarify
Knowledge:
40. Students know:
  • How to describe ideas, thoughts, and feelings using adjectives or drawings.
  • Adjectives are words that describe attributes of nouns.
Skills:
40. Students are able to:
  • Use adjectives to describe ideas, thoughts, and feelings.
  • Add illustrations or other visual displays to clarify ideas, thoughts, and feelings.
Understanding:
40. Students understand that:
  • Adjectives may be used to describe thoughts, ideas, or feelings.
  • Adding drawings or other visuals to descriptions help to express thoughts, clarify ideas, and share feelings.
English Language Arts
ELA2021 (2021)
Grade: 2
35. Demonstrate listening skills and build background knowledge by asking and answering questions about texts read aloud.
Unpacked Content
Teacher Vocabulary:
35.
  • Listening skills
  • Background knowledge
Knowledge:
35. Students know:
  • Active listening skills.
  • Asking and answering questions about text builds background knowledge.
Skills:
35. Students are able to:
  • Demonstrate active listening skills by asking and answering questions about text read aloud.
  • Build background knowledge by asking and answering questions about text read aloud.
Understanding:
35. Students understand that:
  • Listening skills and background knowledge can be used to answer questions about texts read aloud.
Tags: adjectives, chalk, construction paper, crayon, Ed Emberley, Go Away Big Green Monster, monster
License Type: Custom Permission Type
See Terms: https://www.kennedy-center.org/terms-conditions/
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
Accessibility
Comments

The lesson can be printed using this link

https://docs.google.com/document/u/1/d/1lnxJgNvwLdBIdv4ZMuXKhl0t0LWUTMYZLJIP_zjl7HQ/copy

  This resource provided by:  
Author: Tiffani Stricklin
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