Halloween Monster Maker
Name of Teacher: Kristina Elyse Butke
Class/Grade/Language Level: High School, Low Level
Textbook Not applicable
- Creativity: Students exercise creativity in coming up with a unique story for the monsters they make.
- Language: Vocabulary development and review, reinforcing reading and writing skills, speaking through sharing their stories aloud.
- Social Interaction: Students must work together in pairs or small groups of 3-4 people.
- Printable Paper Dolls -
- Body part assemblage -
How the Lesson Incorporates the Four Skills:
- Reading: Students read the interview questions and review their own work for accuracy. Students volunteer to read their answers to the class.
- Writing: Students write down their partners' answers to the interview questions. Students label the trunk and branches of their tree.
- Speaking: Students practice speaking when they interview each other. Student volunteers speak in front of the class.
- Listening: Students listen to the teachers for the conversation demo and instruction. Students listen to each other in order to record the answers to the interview questions.
PART ONE: TEACHER DEMONSTRATION
- Students will be instructed to listen to the demonstration and follow along on their handout.
- The ALT will ask the JTE the questions on the handout.
- There are options where students can choose which questions they would like to answer. The ALT will ask the JTE to choose when the time comes for that question.
- The first section asks for the student's name.
- The second section asks about the student's friends or family.
- The third section asks students to list their hobbies. Students should list at least three.
- The fourth section asks students to list their favorite food, music, and animal.
- The fifth section asks students to choose their favorite movie, TV show, or anime.
PART TWO: INTERVIEWS
- Ideally students will work in pairs.
- The students who give the interview will listen to the other students' answers and write them down on the handout.
- Once completed, the students will switch roles. Again, the interviewers write down the answers as they hear them.
- At the end of the interview, students will return their papers to the interviewee. The answers recorded on the handout will be used for labeling the cherry blossom tree in the next exercise.
- If there is time, 1-2 pairs of students should volunteer to share their interview in front of the class.
PART THREE: CHERRY BLOSSOMS
- Students should be placed in groups in order to share the materials for making the blossoms.
- The cherry blossom tree gives autobiographical information about the student.
- The tree should be labeled with the answers from the interview.
- In the trunk, the student should write MY NAME IS (FIRST NAME LAST NAME).
- One branch is labeled MY FAMILY or MY FRIENDS. At the end of the branch where the limb narrows and flowers bloom, students write the first names of their family or friends.
- One branch is labeled MY HOBBIES. At the end of the branch where the limb narrows, students write what their hobbies are.
- One or two branches is labeled MY FAVORITES. At the end of the branch, students write their favorite things.
- Students then make the blossoms and glue them to the tree. Blossoms should be made out of tissue or crepe paper.
- An easy (and fast) way to make the blossoms is to rip the paper into strips, then crumple the paper into a ball before gluing. You can see this in the photo example I made.
- At the JTE's discretion, students can take their work home, decorate the classroom with their art, or turn their work in to the ALT for comments.