I Need My Monster

Written by Amanda Nol

Illustrated by Howard Mc William

October 2011

Vocabulary:Inspection complained slobbering rumbled substitute comforting claw trembled scrambled creaking scrunched unfurled ominous slithering impressive giggled topic terrified growled crouched rumbling quivered menacing shaggy whined

Language Arts:Discuss with students words that describe: Ex. Ragged, scary, scrabbling, slithering, shaggyDiscuss with students suffix – word endings such as –ing -ed MY MONSTER- Made to Order Have children design their own monsters. They can be scary or sweet. Ask the children to think about what their monster willlook like.• Give each child the worksheet below and have him or her fill in the answers todescribe his or her monster.• Next have each child write a short paragraph using the descriptive answers he orshe wrote on his or her worksheet.• Last have the each child draw a picture of his or her monster. (Encourage thechildren to use as many descriptions as they can.)

List of possible questions: (Add as many more as you like.)What is your monster’s name? ____________How old is your monster? ____________What color is your monster? ____________How big/little is your monster? ____________How many arms does your monster have? ____________How many eyes does your monster have? ____________How many legs does your monster have? ____________What does your monster like to eat? ____________What does your monster like to drink? ____________Is your monster scary or sweet? ____________Where does your monster live? ____________What kind of hair does your monster have? ____________

Writing:Have students make a list of attributes that their monster would have if they had one.Write about things that you would do with your monster.How would you feel if your monster was missing? What things would you do?

Math: Discuss with the students the different attributes that each monster has.

Graph: Real or Make-Believe?

Display a two-column chart. Next, say, Some people think monsters are real and others think they are make-believe. Let’s find out what our class thinks!” Recite the chant shown, inserting the student’s name where indicated. Then help the child place a personalized sticky note on the chart to reflect how he feels. Continue in the same way with each child. Guide little ones in counting and comparing the notes in each column. Then conclude the activity with a discussion, leading youngsters to understand that monsters are make-believe.

Chant: Monster, Monsters, Are they real?

Name , Show us How you feel!!

Monster Shape Book:  Create a simple monster shape book pattern and photocopy one for each student.  Have them cut out their page and find a picture that starts with the letter M and glue it to their page.  Have them write the name for the picture at the bottom of the page. Then combine all the pages to make a "Mm is for Monster" class shape book.

Group Monsters:  Divide your class into groups of 6 students each.  Assign each student in the group to create a body part.  One student will create a head, one a body, two students will create an arm each, and two students will create a leg each.  Tell students NOT to look at the drawings of the other people in their group.  Have them cut out the body parts and assemble them into a monster.  Then let them work together to come up with a name for their monster and a story to go with it.

 Another type monster could be made from construction paper shapes.  Provide students with appropriate sized shapes to cut out, or provide them with the construction paper and have them design their own shapes.  They could be given a circle, square, or oval pattern for the head, four rectangles for arms and legs, and a larger rectangle or square for a body.  If made extra long, the arms and legs could be accordian-folded to provide springy arms and legs.  Glue the pieces together to form the monster's body, then add details using various materials. You could use the math “template” to have students outline the geometric shapes.

During a circle time or whilst the children have plain paper to hand ask them some questions about what monsters might do ...

Do monsters eat bananas ?How big is their toothbrush ?How many socks do they wear in winter ?Would they take a teddy bear to cuddle in bed ?What color hair do they have ?

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Science:

Science for I Need My Monster

What is your routine for going to bed? How do you get to sleep? What do have to do before you go to bed?

Moon phases - Look out the window in Ethan’s room. What phase do you see?Is the moon the same every night?Are some nights darker/lighter than others? Why?

Animal/Monster Characteristics:Body coverings – fur, skin, scales, spots, stripes, bumps, etc.Claws -Tail – Horns – Spikes – Eyes –Nose –Teeth –Number of arms/appendages – Sounds – Tall or short -

Communication:Draw your own monster. Write a description of your monster. Switch with a partner. The partner will draw your monster and you will draw the partner’s monster by only reading the description. When you are both finished you will show each other your drawing to see if you both drew the same monster.

What is a down pillow? Where is down from?

How are the boy and monster alike?