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Intent
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Halloween is here, and we’re celebrating with some (slightly)
scary monster stories.
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Introduction
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Bring students to carpet, get them settled.
Welcome Song (To London Bridge
is Falling Down)
Welcome to the library, library,
library. Welcome to the library,
Please come inside and read.
We’re glad to have you here today,
here today, here today.
We’re glad to have you here today,
today’s a special day.
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Finger Play: I Had A
Little Red Balloon
I had a little red balloon
Pretend to hold a
balloon in between your two hands.
And I blew, and I blew, and I blew.
Pretend to blow up the
balloon.
And it grew, and it grew, and it grew.
Spread your two hands
further and further apart.
I tossed it up in the air,
Pretend to toss the
balloon up with your two hands.
And didn’t let it drop.
I bounced it on the ground,
Pretend to bounce the
balloon on the ground with your two hands.
And it went “Pop!”
Clap your two hands together
as you shout the word “Pop!”
Variation: Repeat only change the balloon (and your voice) to a
great big or a teeny tiny balloon.
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Library Expectations- “4 finger rules” of the library: (source
M. Lynn)
quiet
(1 finger to mouth)
watch
teachers (2 fingers to eyes)
listen
to stories and directions (3 fingers cup ears)
and always
walk (4 fingers make floor, 2 from other hand are walking.)
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Mystery Bag: What’s
inside the mystery box today? The object inside the box will give us a
clue what our story time is going to be about.
(bulky, soft, squishy) It’s a stuffed puppet monster!
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Word of the Week: say it, syllabicate
it TEACHER draws it in the air, invites students to “air write” with
her.
English: Monster
Spanish: Monstruo (MON-stro)
(Sign
language is a real language where people use their hands to communicate. The sign for monster- surprise the person
you’re talking to by bringing your hands up like claws and making a scary
face!)
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Resource
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Go
Away, Big Green Monster by Ed Emberly (Little, Brown, 1992.)
Before: Read title together. What will it be about?
During: Look for the cutouts and point out the “strategy” Emberley uses to rid the reader of fear of monsters.
After: Was that a good
solution to their problem?
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Activity
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Action Rhyme: Going on a Monster
Hunt source: Perry Public Library
We’re
going on a monster hunt. We’re going
to find a big one!
We’re not scared, but – What if he’s under the bed? (Pretend to peek under bed) Better go over it, squoosh, squoosh, squoosh. (walk palms on legs) What if he’s in the closet? (Pretend to open door) Better close it, SLAM!. (Clap hands loudly) What if he’s behind the curtains? (peek through hands) Better open them, SWISH! (fly hands apart) What if he’s in the hallway? (shade eyes) Better tiptoe down it, (tiptoe) What if he’s in the garage? (shade eyes) Better stomp thru it, (stomp feet) Shhh! (put finger to lips) What’s That???? Aahh! It’s a monster! (Scream loudly & wave hands) Stomp thru the garage, (stomp feet) Tiptoe thru the hallway, (tiptoe) Close the curtains, (fly hands together) Open the closet, (Pretend to open door) Turn on the lights (snap fingers) And jump into bed, (jump) Phew! (brush brow) We’re not going on a monster hunt again! (shake head ‘no’)
ACTIVITY
#2 MONSTER POKEY
You put your
claws in, you take your claws out.
You put your claws in, and you shake them all about. You do the wild rumpus and you turn yourself around. That’s what it’s all about!
(continue
with horns, tail, big foot, and hairy self)
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Resource
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I read the three poems on 42-43,
John Ciardi’s The Halloween House,
Myra Cohn Livingston’s The House
At The Corner and Jack Prelutsky’s Countdown.
Before Reading: These poems (or just read one!) are about a
spooky Halloween night (Show picture.)
During Reading: Read the poem(s). Listen for rhymes, point them out.
After Reading: Which one did you like
best? Why?
This book (like almost every Marc Brown storytelling aid book)
is FANTASTIC. You really need to hunt
it down if you can. Pictures are not
too spooky, and there is a great variety of stories, poems, songs and such.
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Resource
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Spooky Riddles
Q: What kind of
dessert does a ghost like?
A: Ice
Scream!
Q: Where do cowboy goblins live?
A: In a
ghost town!
Q: How do you unlock a haunted house?
A: With
a skeleton key!
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Resource
Alternative
Resouce
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Frank Was A Monster Who Wanted to Dance (accesed on Tumblebooks.)
There’s A Nightmare
In My Closet
by Mercer Mayer
(time
allowing…)
Whichever book you choose, talk about the reasons the characters do the things they do...
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Check
Out
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Today we start teaching how to use the shelf markers and
choose books from the K section of the library under CLOSE supervision.
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Activity:
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Craft MONSTER MASKS
Also, you can Google “Funny Monster Coloring Pages” and find
some good choices. I had them NAME
their monster the funniest name they could think of and wrote it for them
before sending them home!
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Wrap-up
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Review: word of week and intent.
Line
Up By… color of your monster
Goodbye
Song:
Open, shut them.
Open, shut them.
Raise your hands up high.
Open, shut them.
Open, shut them.
Wave and say goodbye.
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Other book
resources:
Even Monsters Need Haircuts
Boo Bunny by Kathryn Galbraith
Monster Poems edited by
Daisy Wallace (Old, but good!)
If You’re a Monster and You Know It
The Monster at the End of This Book (Sesame Street)
Other
activities:
Play Pandora’s Halloween channel while they craft!
This
Week’s TEKS: 1 (A) words represented by
print
1 (C) 1:1
correspondence word/print
1 (F)
Conventions of Print
1 (G) Parts
of A Book
2 (B)
Identify Syllables in spoken words
3 (A)
Identify common sounds letters represent
4 (A)
Identify what happens next based on cover, illustration
4 (B) Ask
& respond to questions about text
5 (c)
sort pictures into conceptual categories by attribute
6 (A)
Identify elements of a story: setting character, key events
6 (b)
themes of well-known folk tales and fables
6 (C)
Recognize sensory details
6 (d)
recurring characters and phrases in folk tales
7 Poetry has regular beat, similar word
sounds (rhyme, alliteration)
8 (a) retell
a main event from a story told aloud
8
(B) describe characters in a story and reasons for their actions
10 (D) use
titles/illustrations to make predictions about text
10 (B)
retell important facts in an expository text
18
(A) use phonological knowledge to match
sounds to letters
19
(A) ask questions of class-wide interest (with adult assistance)
20
(A) gather evidence from provided text sources (with adult assistance)
21 (A)
listen attentively by facing speakers and asking questions
21 (B)
Follow oral directions that involve a short, related sequence of events
RC(fig 19)
(D) make inferences based on cover,
title, illustrations and plot
RC(fig 19)
(A) discuss purpose for reading & listening to various texts
RC(fig
19) (A) discuss purpose for reading or listening to various texts
RC(fig 19)
(B) ask and respond to questions about
texts
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