Adjective Monster

By: Kristie Keenon

Overview:

Introduction
Students will create adjective monsters incorporating adjectives,
geometric shapes and fine motor skills after reading Go Away, Big
Green Monster by Edward R. Emberley.

Grade Level
K--3

Subject Area
Visual Arts
Language Arts

Learning Standards and Benchmarks:

National Art Standards

NAEA.VA.K- CONTENT STANDARD: Understanding and applying media,

4.1 techniques, and processes

NAEA.VA.K- CONTENT STANDARD: Making connections between visual

4.6 arts and other disciplines
Illinois Art Standards

STANDARD: Understand how literary elements and

IL.2.A
techniques are used to convey meaning.

STANDARD: Understand the sensory elements,

IL.25.A organizational principles and expressive qualities of
the arts.

STANDARD: Understand processes, traditional tools and

IL.26.A
modern technologies used in the arts.

Benchmarks

1.) Students identify media and tools and how to use them in a
safe and responsible manner when constructing.
2.) Students demonstrate knowledge and skills to create visual
works of art using manipulation, eye-hand coordination, building
and imagination.
3.) Students show understanding of emotional expression and
appearance by using adjectives and visual countenance.

Objectives

Students will be able to:

-define the meaning of an adjective by choosing two to use in
his/her artwork.
-create a monster that reflects his/her adjective by using
correct color, facial expression, geometric shape and paper
sculpting techniques.
-manipulate paper for sculpted effects by employing techniques
demonstrated by the teacher.

Rubric
Rubric
Exceeded Met Did not meet Comments
expaectations expectations expectations
(5 pts) (4 pts) (3 pts)
defined the
meaning of an
adjective and
chose two to use
in his/her
artwork. (1, 20%)
created a monster,
which reflected
his/her adjective.
(1, 20%)
demonstrated an
understanding of
basic and organic
shapes. (1, 20%)
used paper
sculpture
techniques. (1,
20%)
worked well
independently. (1,
20%)

Materials:

-12x18 black construction paper

-Construction paper of various colors (including scraps)
-Glue
-Scissors
-Light colored crayons or chalk
-Go Away, Big Green Monster by Ed Emberley
Procedures:

Preparation

Prior to beginning this lesson, I will create four geometric

shapes (square, oval, circle, and triangle) using 9 x 12
construction paper and create the paper sculpture techniques I
plan on demonstrating as well as get the paper used in the paper
sculpture for demonstrating purposes. I will cut out some
organic shapes to show students too.

Anticipated Time: 30 minutes

Methodology

At least two grouping methodology approaches are identified, are

reflected in the lesson and are appropriate for instructional
delivery. Check all methodology used during the lesson:

Whole class ___x____

Cooperative groups______
Pairs___x___
Small group(s)______

Hook

The lesson will begin with reading the book Go Away, Big Green
Monster to the students. After reading the book, the class will
discuss adjectives, if they know what an adjective is and
encourage them to state that an adjective is a word that
describes a noun. An explaination of how adjectives can be used
to describe an emotion or an appearance, like, "grumpy" or
"hairy" will ensue. To illustrate this point, We will read the
sentence from the book where these two words are used. The book
will continue to be used as a reference to adjectives, and the
class can make note of the adjectives used in the book like
"sharp" and "squiggly."

Two lists will then be put on the board: one titled "Emotion" and
the other titled "Appearance." The students will volunteer
adjectives that fit into either of the two columns and it will be
explained that if they volunteer an adjective for one of the
lists, they must use the word in a sentence as well, be creative!
These two categories of adjectives will be used in deciding what
kind of monster the student will make. Depending on time, the
students will make a list of 5-10 words under each category.

Anticipated Time: 5-10 minutes

Explanation/Modeling

I will ask the students to give an example of a geometric shape

by show of hands. As they name each of the four basic geometric
shapes and I hold them up as a point of reference, I will will
hold up an organic shape and ask if they know how it is different
from a triangle or a square. After we have gone over the
difference of the shapes, I will ask what shapes they could
incorporate in their monster.
After we have covered shapes, I will explain that students are to
get 2 sheets of different colored construction paper; one for the
background or base, the other for the monster's face that is to
be large, a geometric shape, have a nose, eyes and mouth, and
incorporate some sort of paper sculpture that I demonstrate. At
this point, before the students are dismissed to get their 2
sheets of paper, I will show and demonstrate the various paper
sculpture techniques that they will use.
The students will choose an adjective for their monster from the
list they created at the beginning of the lesson referring to the
lists on the board. Have students write "Go Away Big ___
Monster" at the top of their background paper. They will then
fill in the blanks with their chosen adjectives, one from each
list. I will walk around the room and check for understanding.
Then have students choose a shape that they will use for the head
of their monster. Explain again that this geometric shape will be
the shape of their monsters face. Tell them that they should
carefully consider that the shape and the adjectives they are
using would complement each other. Have students begin to cut out
and design their monsters head using the construction paper.
Encourage the students to use the entire 12x18 black paper—i.e.
don't make a small little monster with lots of extra space.

Anticipated Time: 30 minutes

Guided Practice

I will provide feedback and comments as I walk through,

explaining to students how they can make the features correlate
to the adjectives. Asking 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. Students can also make faces of
their chosen adjectives with their neighbor and discuss the
features and what they see happening on each other's face. Review
the Ed Emberley book and make note of the simple shapes used. Ask
them to also relate some of the things they noticed on their
neighbors face when they shared emotions. Note that not all
monsters are necessarily mean and ugly.

Interpretive Creative Learning

The object is to create an adjective monster using a geometric

shape as the face, having a nose, mouth and eyes and use an
aspect of paper sculpture. I would accept a student who wished
to make another form of monster using a different shape for the
face as long as they could explain to me that what they have
chosen was not geometric and why they decided on something
different. I would also accept a student who wished not to use
the adjectives prefaced on the board that was created by the
class as long as the adjectives coincided with the project.

Closure

If there is enough time left in class, students will share their

monsters with the class.