The Monster in my Cupboard

Learning Intention:

I am learning how short stories are put together and how to make interesting characters so that I can create my own story in the correct structure.

Success Criteria:

• I can analyse a ‘monster’ character in relation to the connotation of the word monster.
• I can separate and summarise a short story into orientation, complication and resolution.
• I can plan a short story, using a narrative structure outline and stimulus questions.
• I can compose a short story in first person.

Essential knowledge:

For more information, view The School Magazine’s video on Connotation, Imagery and Symbolungroup.

Vocabulary:

Write the word ‘monster’ on the board. Have students create a mind-map of words they associate with ‘monster.’ What are the connotations of this word?

(suggested answers: evil, scary, disgusting, naughty, angry, horror movie, noisy, big)

Ask students if they can think of any examples of monsters that do not fit the ideas presented in the mind-map activity. (suggested answer: The Sesame Street monsters including Elmo and Grover; The Monsters Inc characters)

Understanding text:

 Read the story or listen to the audio if you have a digital subscription. Have students summarise the story into the narrative structure table below (suggested answers included)

Ask students to answer the following questions about the monster:

• How does the main character know that a monster has moved into the cupboard?
• Is the visual appearance of the monster ever described? Why/why not? (The child does not see the monster, the reader can imagine the monster’s appearance themselves, people have in their minds what a monster is already - a description is not required)
• What sounds does the monster make? List the words used.
• Look at the mind-map of words associated with the word ‘monster.’ Do any of these words describe the cupboard monster in the story?

Creating text:

Ask students to imagine that they have a monster in the cupboard at home. Have students complete the following planning tasks:

• Which cupboard is your monster hiding it at home? (e.g. bedroom, office, pantry, spare room)
• What kind of mischief does your monster get up to?
• What does your monster look like, sound like?
• What does your monster like?
• Will your monster be friendly or frightening?
• What deal will you strike with your monster? (making sure that everybody wins as a result)

Have students plan a short story based on their planning. Provide a scaffold such as the one below for them to outline their plan for the story:

Allow students time to write a short story, in first person, about the monster in their cupboard at home and the deal that they will strike with that monster.

Assessment for/as learning:

Have students share their narrative with a partner. Students are to read their partner’s story and then complete the following peer feedback form by ticking the items that apply to their partner’s narrative.

• My partner wrote in first person narrative.
• My partner’s story followed the orientation-complication-resolution structure of a narrative.
• My partner described a monster character in a cupboard.
• I was able to imagine the monster in my partner’s story.
• I was able to identify whether the monster was friendly or frightening.