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All About Adjectives and Alliteration

Learn letter sounds using the sense of touch as various textures are captured with crayon rubbings and arranged into alliterative pictures.

  • Grade 1
  • 30 to 60 minutes
  • Directions

    1. Brainstorm with students to create a list of words to describe textures. For each adjective, think of things that would demonstrate that texture.
    2. Have students remove the wrappers from Crayola® Crayons. Students take the crayons and construction paper on a texture hunt. Place the paper on top of flat textural materials, such as leaves, floor mats, sandpaper, screens, or bricks. Rub over the paper with the side of a crayon. Capture lots of different surfaces in several different colors.
    3. For each rubbing, students choose an appropriate texture adjective. Have them think of a few objects or places that start with the same beginning sound (alliteration) as the texture adjective, such as a Dandelion Dimpled Door or Ridged Roof. Students can use a dictionary as a reference.
    4. Students turn the rubbings into the shapes of these items by cutting around them with Crayola Scissors. Mount the rubbing on contrasting colored construction paper with a Crayola Washable Glue Stick. Write creative new names below each image with Crayola Markers.
  • Standards

    LA: Demonstrate understanding of the organization and basic features of print.

    LA: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

    LA: Know and apply grade-level phonics and word analysis skills in decoding words.

    LA: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

    LA: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

    LA: With guidance and support from adults, explore word relationships and nuances in word meanings.

    LA: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

    VA: Use are materials and tools in a safe and responsible manner.

    VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.

    VA: Select and use subject matter, symbols, and ideas to communicate meaning.

  • Adaptations

    Possible classroom resources include: Walter Was Worried by Laura Vaccaro Seeger; Some Smug Slug by Pamela Duncan Edwards; Four Famished Foxes and Fosdyke by Pamela Duncan Edwards; Clara Caterpillar by Pamela Duncan Edwards

    Working in small groups, encourage students to generate a list of words that describe each texture, using alliteration if possible. For example, "rugs are rough" or "slugs seem slimy." Write student responses on a classroom white board for students to review.

    Encourage students to collect textures at home with the assistance of family members. Students use rubbings as collage materials from home to make pictures of their houses. Once the collages are complete, challenge children to describe their collages using texture adjectives and alliteration.

    Test student understanding of the concept of alliteration by asking them to work in small groups to create alliterative phrases that combine both color and texture words with their crayon rubbings of objects, such as "bumpy blue basket." Once students appear to be proficient in creating alliterative phrases, ask them to generate complete sentences using alliteration, such as, "The furry fox flew across the flat surface."


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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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