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.

Explore - Share feelings and thoughts about the events and characters in texts

Theme - SCARY STORIES

Plot

Read or view a selection of Aboriginal stories and/or Torres Strait Islander stories about scary monsters to the class, for example:

• Donaldson, J. and Scheffler, A. (2006). The Gruffalo 
• Tiddalick The Frog 
• Kelly, J., and Russell, S. (2003). The Min Min. [Killara, NSW]: Indij Readers
• Notley, W. & Russell, E. (2009). The hairy one. 
• Smith-Yualug, C. & Martins, F. (2012). The haunted billabong. Killara, NSW, Indij Readers

View a selection of Aboriginal stories and/or Torres Strait Islander stories about scary monsters to the class, for example:

• Ancient stories, new voices, Dust Echoes (ABC Education)
• Language of belonging - Wadu matyidi
• Wadu Matyidi project (Indigenous Language program)
• Namorrodor
• The Curse

Ask students how these stories make them feel. Take a vote on the level of ‘scariness’ of each story (Teachers could develop a Kahoot poll (for students to vote on their scariest story). Have students suggest which part/s of the story, the ‘introduction’, ‘body’ and ‘conclusion’, was the scariest.

Divide class into smaller groups of three. One person in the group is to be responsible for telling and enacting a different part of their group story, e.g. introduction, body, or conclusion. The group develops their own scary story about their imaginary fictional character. The group performs the story for the class. This performance could be as a puppet theatre, theatre sports, play, or voice recorded storytelling.