Students like to create, write, and share stories; however, they can be baffled and become resentful when told to write a short story without being shown how to write one. Not knowing where nor how to begin, much less how to develop and end, they often write one skimpy paragraph and call it a short story. Conversely, when they are led through the structure of a story step by step, they often surprise themselves with the results.

Create-a-Monster may be used as a creative writing unit, or it may be used in conjunction with a unit on monsters. With only a few modifications, it can be used with grades 4 through twelve..

Create-a-Monster will help develop students’ abilities in observing, concluding, recalling, applying, analyzing, synthesizing, evaluating, divergent thinking, and convergent thinking. At the same time it will contribute to the development of their oral, written, and imaginative skills, with the additional advantage of being fun. Finally, it can give students a final product of which they can be proud!

This unit is designed to save thinking and preparation time for teachers and to encourage planned creativity. Some teachers neither need nor want minute descriptions of teaching approaches and objectives while other teachers, because of time limitations, need more detailed instructions. All are capable of modifying an idea to suit their own purposes and most prefer to innovate rather than copy. Therefore, teachers may use Create-a-Monster any way they wish, with only their imaginations limiting the various possibilities.

Download the Table of Contents page here.

Grades 4–12.

The lessons and activities in this book align with the following Common Core State Standards*:
CCSS.ELA-Literacy.W.5.3, 5.4
CCSS.ELA-Literacy.W.6.3, 6.4
CCSS.ELA-Literacy.W.7.3, 7.4
CCSS.ELA-Literacy.W.8.3 ,8.4

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
Use concrete words and phrases and sensory details to convey experiences and events precisely.
Provide a conclusion that follows from the narrated experiences or events.

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others.


*Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers
Title: Common Core State Standards English Language Arts
Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington, D.C.
Copyright Date: 2010