Adjective Monster

Learning Resource Type

Classroom Resource

Subject Area

English Language Arts
Arts Education

Grade(s)

K, 1, 2

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.  

English Language Arts (2021) Grade(s): KG

ELA21.K.19

Ask and answer questions about unfamiliar words in discussions and/or text.

UP:ELA21.K.19

Vocabulary

  • Unfamiliar words
  • Text

Knowledge

Students know:
  • Several question stems related to unknown words.
  • Techniques for identifying unknown words.

Skills

Students are able to:
  • Ask and answer questions about unfamiliar words in discussions and/or text.

Understanding

Students understand that:
  • It is important to ask questions to learn the meanings of unfamiliar words.
English Language Arts (2021) Grade(s): KG

ELA21.K.30

With prompting and support, ask and answer questions about key details in literary and informational texts.

UP:ELA21.K.30

Vocabulary

  • Ask
  • Answer
  • Key details
  • Literary text
  • Informational text
  • Prompting
  • Support

Knowledge

Students know:
  • Key details in literary and informational texts.

Skills

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

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 (2021) Grade(s): 1

ELA21.1.12

Ask and answer questions about unfamiliar words and phrases in discussions and/or text.

UP:ELA21.1.12

Vocabulary

  • Unfamiliar words
  • Unfamiliar phrases
  • Discussions
  • Text

Knowledge

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.

Skills

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.

Understanding

Students understand that:
  • It is important to ask questions about unfamiliar words and phrases to clarify the meaning of new vocabulary words.
English Language Arts (2021) Grade(s): 1

ELA21.1.15

Identify and explain adjectives as descriptive words and phrases in all forms of texts, including poems.

UP:ELA21.1.15

Vocabulary

  • Identify
  • Explain
  • Adjectives
  • Descriptive words
  • Descriptive phrases
  • Poems

Knowledge

Students know:
  • Adjectives are descriptive words or phrases that occur in all genres of text.

Skills

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

Students understand that:
  • Adjectives are a type of word that are used to describe nouns in all forms of text.
English Language Arts (2021) Grade(s): 1

ELA21.1.22

Ask and answer questions about key details in literary and informational texts.

UP:ELA21.1.22

Vocabulary

  • Ask
  • Answer
  • Questions
  • Key details
  • Literary texts
  • Informational texts

Knowledge

Students know:
  • Key details are present in literary and informational text.

Skills

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

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 (2021) Grade(s): 1

ELA21.1.40

40 Describe ideas, thoughts, and feelings, using adjectives, drawings, or other visual displays to clarify.

UP:ELA21.1.40

Vocabulary

  • Describe
  • Ideas
  • Thoughts
  • Feelings
  • Adjectives
  • Drawings
  • Visual displays
  • Clarify

Knowledge

Students know:
  • How to describe ideas, thoughts, and feelings using adjectives or drawings.
  • Adjectives are words that describe attributes of nouns.

Skills

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

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 (2021) Grade(s): 2

ELA21.2.35

Demonstrate listening skills and build background knowledge by asking and answering questions about texts read aloud.

UP:ELA21.2.35

Vocabulary

  • Listening skills
  • Background knowledge

Knowledge

Students know:
  • Active listening skills.
  • Asking and answering questions about text builds background knowledge.

Skills

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

Students understand that:
  • Listening skills and background knowledge can be used to answer questions about texts read aloud.
Arts Education (2017) Grade(s): KG - Visual Arts

AE17.VA.K.1

Engage in self-directed exploration and imaginative play with art materials.

UP:AE17.VA.K.1

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

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?

Skills 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.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 1 - Visual Arts

AE17.VA.1.2

Explore and experiment with a range of art materials.

UP:AE17.VA.1.2

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

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?

Skills 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.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 2 - Visual Arts

AE17.VA.2.2

Explore personal interests and curiosities with a range of art materials.

UP:AE17.VA.2.2

Vocabulary

  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist

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?

Skills 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.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
ELA21.K.19
ELA21.K.30
ELA21.1.12
ELA21.1.15
ELA21.1.22
ELA21.1.40
ELA21.2.35

CR Resource Type

Lesson/Unit Plan

Resource Provider

The Kennedy Center

License Type

Custom
https://www.kennedy-center.org/education/resources-for-educators/classroom-reso…

Custom License Type (URL)

https://www.kennedy-center.org/terms-conditions/

Comments or Notes

The lesson can be printed using this link

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

Approved Date

ALSDE LOGO

This site may contain links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THIS SITE.
Alabama Learning Exchange © 2002-2023 by Alabama State Department of Education is licensed under Attribution-NonCommercial-ShareAlike 4.0 International

Design by Adaptive Theme