THERE'S A MONSTER in my closet!
Temple University Lesson Plan
Heading:
Subject Area: Literacy Grade Level: 3rd
Concept/Topic: Creative Writing Time: Two one-hour class periods
Desired Results:
Lesson Background:
In this lesson, students will create their own monsters that may exist in their imaginary closets. Students will then write a short story describing their monsters. Students will use creative and descriptive language. Teachers need to know current student writing ability.
Curriculum Standards:
1.4 Writing – Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.
C.C.1.4.3.K – Use a variety of words and sentence types to appeal to the audience.
C.C.1.4.3.Q – Choose words and phrases for effect
9.1 – Production, Performance and Exhibition of Dance, Music, Theatre, and Visual Arts
9.1.3.B. – Recognize, know, use and demonstrate a variety of appropriate art elements and principles to produce, review, and revise original works in the arts.
Objectives:
SWBAT invent a unique monster creature
SWBAT develop their monster’s surroundings in a closet environment
SWBAT create a descriptive paragraph of their monster illustration
Procedure (LEARNING PLAN):
Materials and Technology:
Teacher Materials: class example; Monsters Inc. book; pictures of wooden doors
Student Materials: dark brown construction paper; white drawing paper; scissors; crayons; drawing pencils; kneaded rubber erasers; white glue; lined writing paper.
Step-By-Step Procedure:
1. Engagement/Introduction:
a. How many of you have thought you had a monster under your bed or in your closet? What did that look like?
2. Exploration/Explicit Instruction with Modeling and Guided Practice:
a. Explicit Instruction: As the students come into the classroom, I will ask them to sit on the carpet for story-time. I will then read “Monsters Inc.” to the students. We will discuss how we would feel if we were in the position of the children in the story. What would we do if we heard something in the closet? I will simulate a discussion with the students on what sort of things they might find in their closets by making a list on the board. What does the outside of your closet door look like? I will have pictures of doors to show them on the chalkboard.
b. Modeling: I create a monster in the front of the room as an example using ideas from the list. I also write at least five descriptive sentences about my monster using student suggestions and ideas.
c. Guided Practice: Students will take the large dark brown paper and fold it in half, horizontally. On the outside, students will use white and black crayons to decorate the outside of their doors in the style of a 4 or 6 panel door.
Students will draw their unique monster and its surroundings large on the white paper, then color it in with crayons. Students will glue their monster pictures vertically inside the closet door on the right hand side, as if they are opening a book with the picture of the door as the cover.
With the lined paper, students will write about their creature’s environment, description, starting with “The monster in my closet has…” Check students for spelling, grammar and accuracy. Encourage students to fill the page with words using leading questions. Use their picture for inspiration.
Glue writing paper to a piece of construction paper to display beneath the students closet monster, or glue the writing to the inside of the closet door opposite the monster image.
Evaluation:
Attachments:
Have students share their descriptive stories with the class.
Did students follow project directions, complete objectives, give their best effort and follow posted classroom rules?
4 = Outstanding; 3 = Satisfactory; 2 = Needs Improvement; 1 = Unsatisfactory
Allow students to work together to create a very short story about their monsters.
Heading:
Subject Area: Literacy Grade Level: 3rd
Concept/Topic: Creative Writing Time: Two one-hour class periods
Desired Results:
Lesson Background:
In this lesson, students will create their own monsters that may exist in their imaginary closets. Students will then write a short story describing their monsters. Students will use creative and descriptive language. Teachers need to know current student writing ability.
Curriculum Standards:
1.4 Writing – Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.
C.C.1.4.3.K – Use a variety of words and sentence types to appeal to the audience.
C.C.1.4.3.Q – Choose words and phrases for effect
9.1 – Production, Performance and Exhibition of Dance, Music, Theatre, and Visual Arts
9.1.3.B. – Recognize, know, use and demonstrate a variety of appropriate art elements and principles to produce, review, and revise original works in the arts.
Objectives:
SWBAT invent a unique monster creature
SWBAT develop their monster’s surroundings in a closet environment
SWBAT create a descriptive paragraph of their monster illustration
Procedure (LEARNING PLAN):
Materials and Technology:
Teacher Materials: class example; Monsters Inc. book; pictures of wooden doors
Student Materials: dark brown construction paper; white drawing paper; scissors; crayons; drawing pencils; kneaded rubber erasers; white glue; lined writing paper.
Step-By-Step Procedure:
1. Engagement/Introduction:
a. How many of you have thought you had a monster under your bed or in your closet? What did that look like?
2. Exploration/Explicit Instruction with Modeling and Guided Practice:
a. Explicit Instruction: As the students come into the classroom, I will ask them to sit on the carpet for story-time. I will then read “Monsters Inc.” to the students. We will discuss how we would feel if we were in the position of the children in the story. What would we do if we heard something in the closet? I will simulate a discussion with the students on what sort of things they might find in their closets by making a list on the board. What does the outside of your closet door look like? I will have pictures of doors to show them on the chalkboard.
b. Modeling: I create a monster in the front of the room as an example using ideas from the list. I also write at least five descriptive sentences about my monster using student suggestions and ideas.
c. Guided Practice: Students will take the large dark brown paper and fold it in half, horizontally. On the outside, students will use white and black crayons to decorate the outside of their doors in the style of a 4 or 6 panel door.
Students will draw their unique monster and its surroundings large on the white paper, then color it in with crayons. Students will glue their monster pictures vertically inside the closet door on the right hand side, as if they are opening a book with the picture of the door as the cover.
With the lined paper, students will write about their creature’s environment, description, starting with “The monster in my closet has…” Check students for spelling, grammar and accuracy. Encourage students to fill the page with words using leading questions. Use their picture for inspiration.
Glue writing paper to a piece of construction paper to display beneath the students closet monster, or glue the writing to the inside of the closet door opposite the monster image.
Evaluation:
Attachments:
Have students share their descriptive stories with the class.
Did students follow project directions, complete objectives, give their best effort and follow posted classroom rules?
4 = Outstanding; 3 = Satisfactory; 2 = Needs Improvement; 1 = Unsatisfactory
Allow students to work together to create a very short story about their monsters.