10 June Go Away Big Monster

Materials: 12x18 black paper, crayons, Book: Go Away Big Green Monster, colored paper scraps, scissors, glue

Discussion:

1. Read the book Go Away Big Green Monster and discuss adjectives with the students.

2. Explain how adjectives can be used to describe an emotion or describe an appearance, like, "grumpy" or "hairy." To illustrate this point, read the sentence from the book where these two words are used.

3. Ask students to brainstorm lists of adjectives. Create two lists on the board, one titled "Emotion" and the other titled "Appearance."

4. Have students choose an adjective for their monster from the list they created at the beginning of the lesson. Refer to the lists on the board.

Process:

1. Pass out a large sheet (12x18) of black construction paper.

2. Discuss how to create a shape to use for the head of their monster. Explain again that this shape will be the shape of their monster’s face. Pass out construction paper and scissors so students can cut out a shape for the face.

3. Discuss how to make the face reflect the chosen adjective. Ask the students to make the face of a "mean" monster and discuss with them what their eyes, eyebrows, and mouth do. Explain that when you make a mean face the eyebrows point down to the nose, when you make a happy face the eyebrows arch upwards, when you make a sad face the eyebrows dip down towards the ears, etc. Have students begin to cut out and design their monster’s head using the construction paper.

4. Explain to the students that they will be creating their features with construction paper and paper sculpture techniques. Demonstrate some paper sculpture techniques for the students. Some suggested techniques include: cut a small strip of paper and curl it around a pencil, fold a small strip of paper in small accordion like folds, cut the paper in small grass-like strips, fold a small strip of paper in a zig-zag shape, and create hair strands that pop out on the monster. Add these to the monster for hair, 3D eyes, noses, etc. Show students your completed example. Remember to share your chosen adjective. Encourage students to come up with their own ideas for sculptural effects.

5. Monitor students' progress and remind each student that his/her monster must have eyes, nose, mouth and ears, but may also have multiple features. Provide feedback and comments, explaining to students how they can make the features reflect the adjectives.

Review

1. Have each student stand and share their monster with the class. Ask students to discuss how the chosen adjective is reflected in the features of each monster.