monster match 3 week project
DESCRIPTION
Monster Match 3 week Project. 1 st grade Pbl By elementary teachers Cassie Davis &Brittany Dorris. Driving question:. How important is it to express myself clearly so others will understand?. Project description:. - PowerPoint PPT PresentationTRANSCRIPT
MONSTER MATCH
3 WEEK PR
OJECT
1S T GR A D E P
B L BY E
L E M E N T A R Y TE A C H E R S
C A S S I E D
A V I S &
B R I TT A N Y D
O R R I S
DRIVING QUESTION:How important is it to express myself clearly so
others will understand?
PROJECT DESCRIPTION:• Students will create their own unique monsters
and then write a descriptive paragraph about their monster so that a student from another class can recreate their monster based on their description
• Each student will also get the opportunity to recreate another students monster
• Before creating their own monster the students will explore different descriptive tools through various lessons
ENTRY EVENT:• Read “The Judge” by Harve Zemach• Have student predict what the monster at the
end will look like• Discuss what words the author used to allow us
to create our versions of the monster• Discuss why we see things differently
PRE-LESSON ON DESCRIPTIVE WRITING:• Have students listen to descriptive and
narrative phrases describing a monster• Have students create the monster based on the
teachers description• Discuss the difference between descriptive and
narrative writing • Discuss which type of writing was more helpful
in recreating the monster
PRE-LESSON ON ADJECTIVES: • Go over a definition of
adjectives and give examples
• Read “Where the Wild Things Are” and have students use adjectives to describe the monsters
• Record all adjectives students say on a giant notepad
• Encourage students to add more through out the unit
LESSON ON VIBRANT WORDS AND COMPARISON:
• Read three pre-made descriptions of Mike, Sully, and Randall from Monsters Inc. that include the usage of vibrant words and comparison
• Have students recreate each monster based on the descriptions without knowing what character they are creating
• Reveal actual characters to students and have discussion about their interpretation versus the movie
• Discuss the use of vibrant words and comparison to describe the monsters
LESSON ON VIBRANT WORDS AND COMPARISON CONTINUED…
FORENSIC SKETCH ARTIST• Invite a forensic sketch artist to
come in and explain their job in relation to descriptive writing
• Students partner up and try to imitate a forensic sketch artist job by having one person give a description of a pre-sketched face and the other recreating it based on that persons description
• Have a class discussion about students’ experience with this activity
FIELD TRIP TO THE AQUARIUM: • Go on a field trip to
the Aquarium• Have students use
previous learned descriptive tools to describe and draw their top 5 different sea creatures
• Next class day have each student share their favorite sea creature description
CREATING MONSTERS:• Introduce the main
project to the students of creating their own monsters and descriptive paragraphs and sharing with another student in a different class
• Encourage students to create monsters that are descriptively unique
CREATING DESCRIPTIVE PARAGRAPHS:• Students write a rough draft
of their descriptive paragraph
• Students partner up and give each other feedback
• Students alter their writing and edit to create a final draft
EXCHANGING DESCRIPTIVE PARAGRAPHS AND RECREATING A MONSTER:• Students exchange their descriptive paragraphs
with another student from a different class• Students try to recreate their fellow school
mates monster based on their descriptive paragraph
END DISCUSSION:• Have class discussion about what they learned
throughout this unit making conclusions about the power of language
• Answer the driving question during this discussion: How important is it to express myself clearly so others will understand?
FORMATIVE ASSESSMENT DURING PRE-LESSONS:
• Assess whether the students understand each different descriptive tool and know how to use each one
• This can be accomplished by:• the end group discussions at the end of every lesson•and by looking over students work after each lesson
FORMATIVE ASSESSMENT DURING PROJECT:
• Formative assessment involves examining each students rough draft
• Each student must be using the different descriptive tools they learned about the past two weeks
• Each student should not be using narrative phrases
CULMINATING AFTER SCHOOL EVENT:• Host an after school event where
each students descriptive paragraph, their monster drawing, and their school mates version is displayed in a PowerPoint.
• Allow community members to participate in the PowerPoint by trying to recreate the monster based on just the descriptive paragraphs
FORMATIVE/SUMMATIVE ASSESSMENT AFTER PROJECT:• Formative assessment portion includes
the end class discussion• Summative assessment portion include
the students reflections on the driving question: How important is it to express myself clearly so others will understand?