Little J is initially scared to approach the ‘monster’ in the back yard. Encouraged to face his fears, he vows to catch the frilly-necked monster and sets about building a monster trap with the help of Levi.

Engage - Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations

Theme - MONSTER

Think, Pair, Share

Bring to class a ‘box’ of books and online stories where the story centres on a mythical/imaginary monster. For example:

• The Mimis 
• Tiddalick The Frog
• Fairy Tales – The Three Little Pigs
• Jack and the Beanstalk
• Notley, W. & Russell, E. (2009). The hairy one. 
• Sendak, M. (1963). Where the wild things are. [New York]: Harper & Row. (video)
• The Three Billy Goats Gruff 

Read/view a small selection of stories (3–5) to the class without showing the students the illustrations. At the end of each story, ask students to imagine through their senses what the monster:

• Looks like (particularly, physical characteristics, colour, etc.)?
• Sounds like?
• Feels like?
• Smells like?
• Tastes like?

Once the students have listened to the stories (or joined in to tell the stories), have students share, with a partner, their ideas of what a monster looks, sounds, feels, smells and tastes like. This can be done orally or by completing a ‘petal diagram’ for each sense. A petal diagram is shaped like a flower head with the central concept/theme and the petals have ideas that the students suggest.

Ask the pairs to draw what they think the monster looks like: skin, scales, horns, teeth, tongue, claws, eyes, mouth, nose, ears, etc. Both students should contribute to the illustration.

Ask each pair to find another pair of students. Then, within the group of four, have these students share their explanation of why their monster looks the way it does. Invite each pair to name their monster. Display the drawings in the classroom or scan to upload online to share with others.