Student D was eager to participate and wanted to go first, and last (he wanted to keep going). He was really good at describing his object using descriptive words and when the students were stumped he felt his object again and came up with more descriptive language. Student P was excited to participate but it took her a while to figure out what words to use with her object. She looked to me for help so I gave her a few ideas to get her going in the right direction. Student A picked an object similar to student P’s (I forgot that I had left it in the bag, I meant to take it out so their was no confusion) and the students kept guessing the same thing as the object that student P chose, so I think student A was a little frustrated.
The strengths of the lesson were that the students understand it well and knew exactly what they needed to do. They used specific language that worked for the object the student had at the time. I tried to choose objects that would be easy for the students to figure out which words to use to describe it as well as easy for other students to guess the object.
The limitations to the lesson were that they didn’t actually practice writing the words after and may not remember everything about descriptive language. Also, the objects were small and diverse, but there were so many other things that I could have had the students to describe to practice their descriptive language.
I noticed that I need to be careful with my wait time while students are thinking of what they want to say. I wanted to jump in and assist them when they were trying to guess the objects but I need to let the students think and get their thoughts out and wait until they are really stuck to jump in. One question I had was when do I start talking about parts of speech, like adjectives for this activity? I did not want to confuse the students so I didn’t mention this.
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