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.
- Paper Dolls - Use Google Image Search to find different types of paper dolls, printables, and templates. This specific type of doll is called an articulated paper doll, so for the best results, please incorporate that phrase in your search. When you download the images you like, please print each doll on A3-sized paper. You will need to laminate the dolls and punch holes where the limbs should be assembled (these are usually marked directly on the doll itself).
- Body Part Assemblage - You will need to assemble the limbs of the dolls in advance of class time and arrange them in matching sets. Make sure all the pieces are connected to form complete arms and legs, etc. Do not assemble a complete doll--just the individual body parts. You can used copper brads to or small binder rings to connect each piece.
- Surprise Boxes - you can either use boxes or bags for this. Label the boxes (head, body, arms, legs) and put all the limbs together in each box. Later students should pull these pieces randomly.
- Handout - Choose one version of the handout based on your students' English abilities: File:MonsterMaker - EASY.pdf or File:MonsterMaker - HARD.pdf
- Requires full class time of 45-50 minutes.
- The word bank section should take about 5 minutes.
- The monster construction should take about 5 minutes.
- The monster biography should take 20-25 minutes.
- The group story share should take 10-15 minutes.
How the Lesson Incorporates the Four Skills:
- Reading: Students must read the handout, proofread their stories, and read their stories out loud.
- Writing: Students must write with English words and sentences.
- Speaking: Students must speak during the word bank section, and read their stories aloud to the class.
- Listening: Students must listen to each other during the word bank section and listen to each others' stories.
PART ONE: WORD BANK
- Divide the board into three sections.
- Section 1: ask students to name as many types of monsters as they can. They can use specific names (Dracula, Frankenstein, etc.) or general names (vampire, zombie, etc.). Japanese monsters are allowed, but if there is an English equivalent, ask students for it as well.
- Section 2: ask students to name as many types of places (settings) as they can (for example, school, graveyard, hospital, toilet, mountains, forest, science room, etc.).
- Section 3: ask students to name as many countries as they can (for example, France, Indonesia, Brazil, Canada, Swaziland, etc.).
PART TWO: MONSTER-MAKING
- You can verbally review anatomy vocabulary if you wish before constructing the monster dolls.
- Students should ideally be in pairs or small groups. Students should blindly reach into the surprise box and pull out each part of the body so they assemble a completely new, unique monster.
- Students should construct the paper doll as soon as they get all of the pieces.
PART THREE: MONSTER BIOGRAPHY
- Using the handout, students will create a small story about their new monster. They will write their answers on the handout.
- If they are having difficulties, they can use the word bank on the board to come up with answers. They can also use dictionaries if they wish.
PART FOUR: STORY SHARE
- The students will introduce their monsters to the class. Ideally each student takes turns reading sentences from their handout, although if a student is shy, one person can hold up the monster while the other reads.
- If there is time left over, students can vote as a class on the scariest monster, funniest monster, and prettiest monster.