A LOT of Adjectives

1. During a unit of study focused on modifying words, brainstorm a large list of adjectives with the class. Explore how some of these descriptive words can be visually interpreted; refer to picture books you have recently read to view how illustrators interpret the same expression. Two good illustrators to compare and contrast would be David Shannon and Robert Munsch. Engage students to express their views on how these illustrators are similar and different; this will help provide them with ideas when they are the illustrator.
2. Divide the class into small groups and have each select one member to take on the role of illustrator. Provide each group with Crayola Dry boards and Dry Erase Crayons. Each group will select an adjective from a recently read book or recent vocabulary list; challenge students to illustrate that term on their boards in a brief period of time.
3. See if the other students can guess the adjective! Refer to and show examples of how storybook illustrators have expressed some of these traits as well.
4. Each student now takes on the role as a real illustrator! Begin by folding several pieces of construction paper in half, thus creating their book. On one side of each double-page layout, have the students draw a picture of themselves or family members. Provide smaller rectangles, approx 1.5" x 5" (4 cm x 13 cm) and demonstrate how to fold these in half so that it opens like a greeting card.
5. On the inside of this flap, they write the word of an adjective; on the outside flap have them illustrate that word. The illustration should be on the outside, like the cover of the 'card.' Refer to points made during previous discussions.
6. Students choose several adjectives for each person in their book and use a Crayola Glue Stick to glue those traits on that person's layout. Encourage them to leave blank areas to add to as the school year goes on and more adjectives are focused on. Allow students to share parts of their books with their peers.
7. Students keep their adjective books handy and provide supplies for them to add to this book throughout the school year. Have the class add other people to their books as well, such as others in the school or even literary characters that they read about, or people involved in current news events.

LA: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

LA: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

LA: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

VA: Brainstorm collaboratively multiple approaches to an art or design.

VA: Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process.

VA: Use art vocabulary to describe choices while creating art.

VA: Discuss and reflect with peers about choices made in creating artwork.

Throughout the school year, have students each create their own library of adjectives! Begin with a self book, a family book, a class book, a school book, a holiday traditions book, throughout the year book, favorite character book, etc, etc, etc.

This art project can be adjusted to include any curriculum area; scientists & their discoveries, math and some 'problems', even physical activity suggestions!

Have students create books in this style but write the word on the outside flap and have the picture of that word inside the flap. Students can pair up with younger children to help the younger kids to read the sentences; the picture inside the flap would be a self-correcting aspect of the collaboration.