Describe a monster writingOn 25.10.2020 by Shaktijas
Print This Page. Michelle Kimbro. Students discuss types of monsters they know from literature, comics, cartoons, and trading-card games, generating a list of descriptive words and phrases to describe them. Students then use a template to create their own monster trading cards using "powerful," vivid language to describe their creatures.
Descriptive imagery and word choice combine with visual elements to create a cross-disciplinary menagerie in your class. Monster Trading Card Template : Students can use this template to create their own character trading cards. Word play allows students to learn language in a creative environment. Moreover, allowing students to play with the language opens up opportunities to increase their vocabulary and extend it to other disciplines.
As Nilsen and Nilsen point out, "[W]e are suggesting that it's time to develop a process approach to teaching vocabulary. Because of international communication and new technologies, the English language is changing faster today than it has at any time since the Norman conquest.
We need to give students experience not just in memorizing words and their meanings, but in synthesizing, analyzing, and interacting with words" This lesson asks students to play with words by creating original names for monsters of their own creation while also stressing the use of vivid details in their description of their creations.
Nilsen, Alleen Pace, and Don L. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features e.
Students adjust their use of spoken, written, and visual language e. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
Students apply knowledge of language structure, language conventions e. Students use spoken, written, and visual language to accomplish their own purposes e.
Print out the Monster Trading Card Template and, if desired, the Rubric for Monster Trading Cards for each student and provide them with drawing materials. If students have access to computers, they can type in their monster descriptions directly on the template before printing it out. The Monster Trading Card Rubric can be used to assess the students' final cards. Observation of small-group feedback and individual revision strategies could also play a part in the assessment. A big green monster helps students build their reading fluency and word recognition skills through choral reading, literacy center activities, and writing stories.
This is a great idea! I love that this lesson can be modified for the students I am tutoring for reading. Thank you for the templates as well. I am an English teacher in Scotland and have just used this task with my S2 class as part of the study of Frankenstein.
Thank you so much!! I'll definitely pass this on to others. Lauren McMahon. Thank you Michelle Kimbro. I'm going to use this lesson and modify it as a dramatization.
It's been 3 years since I taught, so I need resources such as this one. I like how you based the theme on what kids know; video games and cartoons! You probably didn't get any blank stares from the kids with this one! Margo Dietrich. All rights reserved. Stephanie October 26, What makes a monster scary? Defining and developing your anti-hero. I asked myself this question while working on a fantasy novel in which I envisioned a world overrun by demons.
In an effort to build a sense of increasing danger in the book, each new sort of demon my characters meet is more dangerous, more powerful, and more frightening than the last. So off to the Internet I went in search of the top ten phobias.
This is what I found:. Arachnophobia fear of spiders 2. Social Phobia fear of a hostile audience 3.
Pteromerhanophobia fear of flying 4. Agoraphobia fear of an inability to escape 5. Claustrophobia fear of enclosed spaces 6. Acrophobia fear of heights 7. Emetophobia fear of vomit or vomiting 8. Carcinophobia fear of cancer 9. Astraphobia fear of thunder and lightning Taphophobia fear of being buried alive. To create that sense of progression and escalation of danger, I simply reversed that top ten list so the final, scariest demon embodies the most prevalent phobia.
As it turns out, those are fairly easy fears to apply to a monster or demon, but what about pteromerhanophobia, the fear of flying? This story became one of the most famous episodes of The Twilight Zonea vehicle for a young William Shatner. In a broader sense, monsters are scary because …. Can that lobster take your hand off with one of those claws? But add an unexpected element to a predictable situation and you enhance the potential for fear. Humans tend to have a pretty good sense of what another human is going to do next.
We can tell via body language, facial expressions, and tone of voice when someone is getting angry or upset. We sense when things might get out of control or violent. This is a creature, after all, outside our normal experience.Lesson Plans. Grade Level Lessons. Subject Area Lessons. Become a Teachers. Net sponsor!
Describing your Monster
New Jobs on Teachers. View Jobs Post Jobs. Grade: all. Subject: Language. Net Lesson Plans The students are instructed to create a monster in a paragraph or even a short story. This activity allows students to work with new vocabulary. It is also a good way to practice using verbs and adjectives in Spanish, as well as giving students the opportunity practice writing basic sentences and simple paragraphs. One can use it to encourage conversation in the target language in a group situation, and even allow students to apply their art skills.
It lends itself well to group work. The activity can be adapted for other language disciplines as well. In an advanced foreign language classroom, one can review future conditional and subjective verbs. In the composition or creative writing class, it can be a fill-in activity, or a creative writing activity. It will also give some the opportunity to put their artistic talent to work. I have found it a good way to encourage conversation and collaboration. Magazine or clip-art pictures can also be used.
In a group situation no more than in a group, pleaseeach member is to consider one aspect of the animal. One may come up with the physical characteristics-the head of a lion, the feet of a duck, etc.
Description of a monster
Another may be assigned the personality traits-cuddly, loves people, intelligent. Still another might look for the special abilities-can run 60 miles an hour, easily house-trained, can talk etc.
Each person may be take turns or one person can be assigned to write down the description as decided by the group, another may be asked to draw the animal as it is described. One person will be the spokesperson After a few minutes each group is asked to share their pet with the rest of the class.
A fourth person may be asked to give feedback about the overall project. How the group felt about it, what they learned, etc. We are going to create a monster. You may use any of the magazines to create a "cut and paste" monster, or you may use crayons and draw your monster. When you have finished with your picture, make a list of physical descriptions, personality traits, and abilities and actions that describe your monster abilities does it have superhuman strength?
Able to run faster than any animal.This caregiver sample job description will help attract the most qualified candidates. For the best results, keep the organization and structure of this template and customize it with the specifics of the exact duties and responsibilities for your position. You can also take a look at our caregiver job listings to find even more ideas to add to your application.
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Monster Description Help
Skip to main content. Sign In. Post A Job Find Candidates. Caregiver job description sample. Related Articles: Porter job description sample Financial planner job description sample Laborer job description sample Laboratory technician job description sample Pharmaceutical Sales Representative Job Description.During these challenging times, we guarantee we will work tirelessly to support you.
We will continue to give you accurate and timely information throughout the crisis, and we will deliver on our mission — to help everyone in the world learn how to do anything — no matter what.
Thank you to our community and to all of our readers who are working to aid others in this time of crisis, and to all of those who are making personal sacrifices for the good of their communities. We will get through this together. If your students or children are learning vocabularywhy not try creating a monster for fun? Vocabulary lessons, especially for basic words, can become boring drudgery if not made interesting. Fun, participatory lessons will make it easier for students to learn and remember new words.
Because monsters are made up, children and adults alike can have fun inventing crazy features for them to have.
Author Info Updated: March 9, To create this article, 18 people, some anonymous, worked to edit and improve it over time. This article has also been viewed 73, times. Learn more Explore this Article Steps. Tips and Warnings. Related Articles. Introduce different body parts in the language you're teaching. Monsters can have the usual body parts that people have, like faces, feet, arms, ears, hands, and heads. They can also have animal body parts like antennae, fangs, tails, wings, and fur. Especially if you're working with kids, don't forget the fun parts, like belly buttons and eyelashes.
Talk about different colors. Body parts on fanciful monsters can come in all kinds of different colors. Discuss what monsters wear. Some monsters have terrible fashion sense. Mix in some other adjectives. Monster parts could be scary or funny, sharp or round, curly or straight, big or small.
Be creative, and think of a variety of different adjectives. Brainstorm adjectives together with the class.Forums New posts Search forums. What's new New posts Latest activity. Log in Register. Search titles only. Search Advanced search…. New posts. Search forums.
Do you think it is scary, well described etc? Then, you face the wrath of the Lizarii. It stood to its full height, slightly taller than a grown man. They looked at either its long claws or its head, which was elongated and the long mouth had dozens of sharp teeth protruding from it. What do you think, any comments welcome.
Joined Aug 21, Messages 7, Fangs makes it scary, although I prefer to see the monster in action to give a judgement. Culhwch Lost Boy Staff member. It's a little removed, a little scientific, for mine. Not immediate enough. Try something like: 'Then you face the wrath of the Lizarii!
But what struck him most were the thing's black, sickle-like claws and the fangs that protruded from its enlongated mouth. Only a quick stab, but it gets the protagonist into the picture and makes the creature more immediately threatening High Threddy.
Descriptions of monsters is a difficult one. Sometimes what people find scary isn't the first thing that comes to mind. Take a spider, for instance.Kids Describe Scary Monsters - Kids Describe - HiHo Kids
They are almost universally feared - but why? Or a snake? Or a cockroach? Think of things that really scare you, things that would really make you jump if you found one under your bed and try and analyze what it is that that strikes that fear into your heart. Is it the glint in an eye or multiple eyes in the case of a spideror the noise that a rattle snake makes, or maybe the quick movement of a rat?
Although snakes aren't slimy it is the imagination that they are that scares some people, that and the way that they move. So, whilst teeth and claws are dangerous they don't tend to scare people half as much as their own imagination.Writing Project. Due Friday, October 30 th Where do all the monsters come from? The closet, the shower, under the bed, the school furnace room, the outhouse?
FYI-- --There really are no monsters anywhere, ever, no way, no how. There are no cases of any child ever being tickled, devoured, pinched, grabbed or slobbered on. However, monsters DO exist in our imaginations. Before you begin, you better turn on all the lights in the house! Please write a descriptive essay about a monster. Be sure to give all the gory details about your creature of creepiness.
Introduce the monster. Tell your reader what he or she does. What does he or she try to do as monster? What is his or her goal? Tell me what he or she looks like. Be very descriptive! Tell me about his or her hair, face, arms, legs, etc. Tell your reader what your monster smells like. Tell your reader what your monster likes to eat. Shelly the Shower Curtain Monster likes to eat sudsy, soap scum and shine-control shampoo.
Shelly the Shower Curtain Monster loves the not-so-soothing sound of screeching water pipes. Tell your reader how to scare away your monster!!!! The only way to make Shelly the Shower Curtain Monster disappear is by turning on the hot water in the shower and letting it run for 15 minutes.
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