THE HISTORY OF "MONSTERS"
Temple University Lesson Plan
Heading:
Subject Area: Social Studies Grade Level: 3rd
Concept/Topic: The History of Legends Time: 3 one-hour class periods
Desired Results:
Lesson Background:
a. Students will need to understand how to use informational texts and websites to research history. They will need to know how to convey knowledge learned from research through a presentation.
b. The teacher will need to know current student reading levels and student strengths and weaknesses in performing in front of the class. The teacher will need to be familiar with the histories of different monster legends.
Curriculum Standards:
8.1.3.B. - Identify fact, opinion, multiple points of view, and primary sources as related to historical events.
9.1.3.B. - Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review, and revise original works in the arts.
Objectives:
SWBAT use informational texts and websites to find and use appropriate and relevant information and knowledge
SWBAT to use this information to produce a short play
Procedure (LEARNING PLAN):
Materials and Technology:
Teacher Materials: markers; white board
Student Materials: The Loch Ness Monster by Jacqueline Laks Gorman; Monster Hunt: Exploring Mysterious Creatures by Jim Arnosky; What a Beast!: A Look-It-Up Guide to the Monsters and Mutants of Mythology; scrap paper; pens or pencils; costumes; poster board; markers
Step-By-Step Procedure:
1. Engagement/Introduction:
a. I will ask students if they have ever heard of Big Foot or the Loch Ness Monster. What do you think these monsters look like? Do you think they are real? What would you do if you saw one? Do you think they are made up stories? How do you think these stories got started? I will write some of their answers on the white board.
2. Exploration/Explicit Instruction with Modeling and Guided Practice:
a. Explicit Instruction: I will read "The Loch Ness Monster" to students and facilitate a discussion about how the story of the Loch Ness monster got started. I will then explain that all stories of "monsters" got started somehow and that each "monster" story has a history. I will tell students that we can find out where these stories came from doing research with books and online.
b. Modeling: I will write Bigfoot on the white board, and then tell students that I am going to use a book to find out some information on the story of Bigfoot. I will read some passages from "What a Beast!" and write important information on the white board. I will then call up 4 student volunteers to help me act out the story of Bigfoot.
c. Guided Practice: Students will act out their own "monster story" after researching the history of a specific monster. I will split the students in to three groups, and each group will have a copy of "What a Beast!" I will assign each group a monster to research using both the book and online resources. Students will write important information on scrap paper to refer to later on. After students complete their research, they will use it, along with costumes, poster board and markers, to create a short play explaining the history of their assigned monster.
Evaluation:
Students will be evaluated on the aspects of their performance. They will be asssessed on creativity, key information, and flow of ideas.
Students that may not want to act will be assigned a different group role, such as costume designer, set "artist", or key researcher.
Heading:
Subject Area: Social Studies Grade Level: 3rd
Concept/Topic: The History of Legends Time: 3 one-hour class periods
Desired Results:
Lesson Background:
a. Students will need to understand how to use informational texts and websites to research history. They will need to know how to convey knowledge learned from research through a presentation.
b. The teacher will need to know current student reading levels and student strengths and weaknesses in performing in front of the class. The teacher will need to be familiar with the histories of different monster legends.
Curriculum Standards:
8.1.3.B. - Identify fact, opinion, multiple points of view, and primary sources as related to historical events.
9.1.3.B. - Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review, and revise original works in the arts.
Objectives:
SWBAT use informational texts and websites to find and use appropriate and relevant information and knowledge
SWBAT to use this information to produce a short play
Procedure (LEARNING PLAN):
Materials and Technology:
Teacher Materials: markers; white board
Student Materials: The Loch Ness Monster by Jacqueline Laks Gorman; Monster Hunt: Exploring Mysterious Creatures by Jim Arnosky; What a Beast!: A Look-It-Up Guide to the Monsters and Mutants of Mythology; scrap paper; pens or pencils; costumes; poster board; markers
Step-By-Step Procedure:
1. Engagement/Introduction:
a. I will ask students if they have ever heard of Big Foot or the Loch Ness Monster. What do you think these monsters look like? Do you think they are real? What would you do if you saw one? Do you think they are made up stories? How do you think these stories got started? I will write some of their answers on the white board.
2. Exploration/Explicit Instruction with Modeling and Guided Practice:
a. Explicit Instruction: I will read "The Loch Ness Monster" to students and facilitate a discussion about how the story of the Loch Ness monster got started. I will then explain that all stories of "monsters" got started somehow and that each "monster" story has a history. I will tell students that we can find out where these stories came from doing research with books and online.
b. Modeling: I will write Bigfoot on the white board, and then tell students that I am going to use a book to find out some information on the story of Bigfoot. I will read some passages from "What a Beast!" and write important information on the white board. I will then call up 4 student volunteers to help me act out the story of Bigfoot.
c. Guided Practice: Students will act out their own "monster story" after researching the history of a specific monster. I will split the students in to three groups, and each group will have a copy of "What a Beast!" I will assign each group a monster to research using both the book and online resources. Students will write important information on scrap paper to refer to later on. After students complete their research, they will use it, along with costumes, poster board and markers, to create a short play explaining the history of their assigned monster.
Evaluation:
Students will be evaluated on the aspects of their performance. They will be asssessed on creativity, key information, and flow of ideas.
Students that may not want to act will be assigned a different group role, such as costume designer, set "artist", or key researcher.