Creatures of the Night

Creatures of the Night lesson plan

Chase away nighttime fears by reading books and drawing creatures of the imagination.

  • 1.

    Students share ideas about scary creatures of their imagination. Describe the creatures in terms of shapes, colors, textures, sounds, and sizes. Compile a list of descriptive words.

  • 2.

    On a large sheet of dark construction paper, lightly sketch a scary Creature of the Night with Crayola® Construction Paper Crayons.

  • 3.

    Fill the shape with color. Experiment first on scrap paper if these are new techniques: Blend colors by overlapping them. Make a heavy layer of color, then draw over it with another bright or deep color. Put a pad of paper or a magazine underneath the paper for smoother crayon laydown. Do crayon rubbings by removing the paper wrapper, placing paper on a textured surface (such as screens or doilies), and rubbing with the side of the crayon. Make two thick layers of crayon, then scratch off the top layer with an open paper clip. If a technique works well, cut it out with Crayola Scissors. Use Crayola Glue Sticks to attach any crayon rubbings.

  • 4.

    Glue the list of descriptive words to the back of the drawing. Students describe characteristics of each other's creations, and see how closely the word list matches these descriptions.

Standards

  • LA: Read with sufficient accuracy and fluency to support comprehension.
  • LA: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • LA: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
  • LA: Participate in collaborative conversations with diverse partners about grade level topics and texts with peers and adults in small and larger groups.
  • SCI: Ask questions about the natural and human-built worlds.
  • SCI: Construct drawings or diagrams as representations of events or systems.
  • VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.
  • VA: Use visual structures of art to communicate ideas.

Adaptations

  • Students write descriptive words on the back of their creatures. These terms can be used when students explain their creatures to classmates. Members of the class may suggest additional descriptive words to add to the list for each creature.
  • In small groups, students select a single creature to write a story about and illustrate a scene from the story. Post the story and illustration in the classroom.