Activity Description

Preparation:

1. Find or create an interesting bag to use as the bag of mysteries
2. Collect a selection of objects to be placed in the mystery bag
   a. Can be based on a theme
       • For example: Things you find in a kitchen
 

Implementation:

1. Introduce the concept of descriptive language by describing several classroom objects
    a. For example: Show students a ruler and describe it as wooden, rectangular, and hard
2. Show students the bag of mysteries
    a. Place an unseen object in the bag
    b. Explain that students will attempt to guess the mystery object based on your descriptive clues
    c. Model giving clues and allow students to guess
3. Place another unseen object in the bag
4. Select five students to be “describers”
    a. Each student reaches into the bag and, without looking at the object, produces a unique descriptive
        word for the object
5. Facilitate student guessing about what is in the bag
    a. When a correct guess is provided, reveal the object
    b. If students are unable to guess the object after several attempts, it can be revealed
        • Or five new students can be chosen to be “describers” to assist the rest of the class
6. Develop additional descriptive words once object is revealed
    a. Write words on chart paper
7. Repeat process with several classroom objects
8. Discuss
    a. What constitutes useful descriptive language?
    b. When is descriptive language useful and necessary?
 

Adaptations For

English Language Learners/ESL:

- Prompt with either/or questions, for example "is it hard or soft?"
- Provide "describers" with examples of mystery objects to practice ahead of time

LD/Reading & Writing Difficulties:

- Prompt with either/or questions, for example "is it hard or soft?"
- A list of prompt phrases can be provided ahead of time so these students may practice

Cultural Appropriateness & Diversity:

- Select classroom objects that are familiar and meaningful to all students
- Use as an opportunity to introduce artefacts from other cultures

Differentiated Instruction:

- Implement activity in small groups to more effectively differentiate level of   difficulty of chosen mystery objects
- Encourage proficient speakers to use complete sentences when giving descriptions

Related References

Source:
Lindfors, J.W. (1999). Children's inquiry: Using language to make sense of the world. New York: Teachers College Press and Urbana, IL: NCTE.

Evidence:
Meins, E. & Fernyhough, C. (2007). Preschoolers' understanding of multiple orientations to reality: The adjectives task. Cognitive Development, 22, 289-297.