Under the bed or behind the door: An integrated curriculum plan to take the scary out of Monsters. An Integrated Unit Plan for Preschool Dr. Maggie McGuire.

Under the bed or behind the door:

An integrated curriculum plan

to take the scary out of Monsters.

An Integrated Unit Plan

for Preschool

Dr. Maggie McGuire

Part 1

Unit Learning Objective

Where to begin??

© Dr. Maggie McGuire LLC


• This is the over all objective for what you want the kids to learn by the end of the unit.

Objective = Learn


Specific Concepts

• What do you want the kids to understand by the end of the unit? This is general information, not domain specific.



• The Students will be able to evaluate and develop a new understanding of whether Monsters are real or make believe.

• VIII. Fine Arts– C. Dramatic Expressions

• VIII.C.1.– Child creates or recreates stories, moods, or

experiences through dramatic representations.

• Bloom’s Level:• evaluate= Evaluating• develop = Creating


Specific Concepts

1. Monsters are make believe

2. Monsters live in stories

3. Monsters live in our imaginations

4. We have control over Monsters


Part 2

Design for Instruction

L.A. DomainL.A. Domain

Math Domain

Math Domain

Fine Arts Domain

Fine Arts Domain

Social StudiesDomain

Social StudiesDomain

Science DomainScience Domain


The student will be able demonstrate an understanding that Monsters can have feelings in books or our imaginations.

• I. Social and Emotional Development

I.D.2.• Child demonstrates an understanding that others have

perspectives and feelings that are different from her own.

• Bloom’s Level:– demonstrate = Applying


Activity

• This activity will take place each day with the following books.

• Brave Little Monster: Ken Baker• There are Monsters Everywhere: Mercer Mayer• There is a Monster In My Closet: Mercer Mayer• Monsters!: Diane Namm• My Monster Mama Loves Me So: Laura Leuck


Activity cont.

• The children will gather for story time and one of the books will be read each day. Each book deals with how monsters are just as afraid of us as we are of them. A discussion will be held concerning how these monsters are not real and how sometimes we are afraid of things that are not real. Emphasis should be on how silly the monsters are to be afraid of us and how we would never do the things they think we would do.


The learner will recall and memorize the finger play “Five Little Monsters”.

• II. Language and Communications • C. Speech Production Skills

– II.C.3. Child investigates and demonstrates growing understanding of the sounds and intonation of the English Language

• Bloom’s Level:• recall & memorize = Remembering


Activity

• The teacher will introduce the book, Five Little Monsters. The children will learn the rhyme, “Five Little Monsters” based on the finger play, “Five Little Monkeys”.


The student will be able recall and identify the parts of a read aloud.

• III. Emergent Literacy-Reading Domain– A. Motivation to Read Skills

• III.A.1– Child engages in pre-reading and reading related

activities

• Bloom’s Level:– recall = Remembering– identify = Understanding


Activity

• Read the book, Hungry Monsters by Matt Mitter. Have the children identify the various items that are under the flaps of the Hungry Monsters in the book. Using pictures of the items, have the children place them, in order, on a pizza pan as they retell the story.


The student will be able to demonstrate that writing has different purposes.

• IV. Emergent Literacy-Writing– A. Motivation to Write Skills

• IV.A.1– Child intentionally uses scribbles/writing to covey

meaning.

• Bloom’s Level:– demonstrate = Applying


Activity

• Read the story, Maggie and the Monster. Emphasis how Maggie thought she could control the Monster from coming into her room with a sign. Help the children brainstorm what they would like to say to a monster. Provide them with paper where they can write what they would say to a monster. Have the children illustrate their sign.


The students will be able to demonstrate their ability to recognize and illustrate shapes.

V. Mathematics Domains

V.C.1.• Child names common shapes

V.C.2.• Child creates shapes.

Bloom’s Level:

demonstrate & illustrate = Applying

recognize = Understanding


Activity

• Each student will make a Shape Monster, Shape Monster book. Have the children follow the big book of Shape Monster to recreate their small copy.


The student will describe various textures.

• VI. Science Domain– A. Physical Science Skills

• VI.A.1.– Child describes, observes, and investigates properties

and characteristics of common objects.

• Bloom’s Level:– describe = Understanding


Activity

• Read the children the story, That’s Not My Monster. Allow ample time for each child to feel and explain about the various textures used in the story for the monsters. Then we are going to take a texture walk to find and describe different types of texture in our classroom and in our school.


The student will be able to identify and construct a body outline.

• VII. Social Studies Domain– A. People, Past and Present Skills

• VII.A.1.– Child identifies similarities and differences in

characteristics of people.

• Bloom’s Level:– Identify = Understanding– Construct = Creating


Activity

• After reading the book, Where The Wild Things Are, lead a discussion with the children about the characteristics of the various Wild Things. Help the children identify similarities and differences between the Wild Things and themselves. Assist the children in drawing an outline of their body. Using a variety of materials, have the children add facial features to turn their body outline into Wild Things.


The student will use sensory materials to create.

• VIII. Fine Arts Domain– A. Art Skills

• VIII. A. 1.– Child uses a variety of art materials and activities for

sensory experience and exploration.

• Bloom’s Level:– create = Creating


Activity

• Re-read the story, That’s Not My Monster.

Have child explain about the different textures they identified in the book and on our walk. Provide the children with a variety of textured materials to add to their Wild Thing.


The student will dramatize how they feel their Wild Thing might dance.

• IX. Physical Development Domain– A. Gross-Motor Development

• IX. A. 2.– Child coordinates sequence of movements to perform

tasks.

• Bloom’s Level:– dramatize = Applying


Activity

• Using a selection of music and rhythms have each child create a variety of movements for their Wild Thing to do in their “Wild Rumpus”.


Under the bed or behind the door: An integrated curriculum plan to take the scary out of Monsters. An Integrated Unit Plan for Preschool Dr. Maggie McGuire.

Documents

maggie mcguire slide

maggie mcguire llc

little monsters

hungry monsters

unit learning objective

mercer mayer monsters

shape monster book

domain specific