LEARN NC

K–12 teaching and learning · from the UNC School of Education

Surprise Box Descriptions

Students will learn to give oral definitions and descriptions. Each student will take a turn describing the contents of a plastic egg with a category plus attribute format. Other members in the group will have an opprtunity to guess the contents of the egg after listening to the description.

A lesson plan for grades 1–2 English Language Arts and Information Skills

By Susan Karcher

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Learning outcomes

The students will learn to give complete oral definitions or descriptions of familiar vocabulary.

Teacher planning

Time required for lesson

60 Minutes

Materials/resources

  • 24 Plastic Easter Eggs
  • 24 Small toys, coins, objects
  • Chart for examples of Categories and Attributes

Technology resources

None

Pre-activities

Studemts should be familiar with:

  • categorization skills and basic category vocabulary (i.e. Furniture, Means of Transportation, Animals, etc.)
  • attribute knowledge and vocabulary (such as Size, Parts, Colors, Functions, Shape etc.)

Activities

  1. Introduce Lesson as “Surprise Box” Game.
  2. Explain that each student will be taking turns describing the contents of a plastic egg.
  3. Display and review Category and Attribute Chart along with examples.
  4. Demonstrate the appropriate way to describe the contents of the egg. The rules are to always give the category name first followed by several attributes.
  5. Other members of the group may then raise their hands if they think that they know the contents of the egg.
  6. Allow first student to pick an egg out of surprise box. Assist him/her in secretly viewing the contents of the egg and giving a description/definition of contents. (Category plus Attributes)
  7. Students are to raise hands when they are ready to guess the object. Objects may be lined up in front of correct guesser or points can awarded on a scoreboard to keep the activity interesting to the listeners.
  8. Continue with other students taking turns until all eggs are used.
  9. Review characteristics of a good definition using category plus attribute formats.

Assessment

Students obtain credit for correct definitions if they used accurate format with category plus attributes. Incorrect and assisted definitions are compared to correct definitions to determine an accuracy level for this task. A score of 90% accuracy determines that student has met lesson goals.

Supplemental information

Example: This is an animal that is big. It is gray in color, has a trunk, and lives in Africa or Asia.

Related websites

N/A

Comments

None

North Carolina Curriculum Alignment

Information Skills (2000)

Grade 1

  • Goal 4: The learner will EXPLORE and USE research processes to meet information needs.
  • Goal 5: The learner will COMMUNICATE reading, listening, and viewing experiences.
    • Objective 5.01: Respond to reading, listening, viewing experiences orally, artistically, dramatically through various formats.

Grade 2

  • Goal 5: The learner will COMMUNICATE reading, listening, and viewing experiences.
    • Objective 5.01: Respond to reading, listening, viewing experiences orally, artistically, dramatically through various formats.

English Language Arts (2004)

Grade 1

  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.04: Extend skills in using oral and written language:
      • clarifying purposes for engaging in communication.
      • using clear and precise language to paraphrase messages.
      • engaging in more extended oral discussions.
      • producing written products.
      • completing graphic organizers.

Grade 2

  • Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.
    • Objective 3.03: Explain and describe new concepts and information in own words (e.g., plot, setting, major events, characters, author's message, connections, topic, key vocabulary, key concepts, text features).
  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.04: Use oral communication to identify, organize, and analyze information.
    • Objective 4.05: Respond appropriately when participating in group discourse by adapting language and communication behaviors to the situation to accomplish a specific purpose.

Kindergarten

  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.02: Use words that name and words that tell action in a variety of simple texts (e.g., oral retelling, written stories, lists, journal entries of personal experiences).
    • Objective 4.03: Use words that describe color, size, and location in a variety of texts: e.g., oral retelling, written stories, lists, journal entries of personal experiences.