Ric fys100 g5-how-do_children_view_monsters
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This document summarizes feedback from 5th grade students about a book discussing gargoyles. It includes summaries from 4 presenters on their discussions with student groups. The students generally were not interested in the book but curious about gargoyles. They described gargoyles as having features like big noses, sharp teeth and horns. Some thought gargoyles protected the good or that monsters could be big cosmic entities. They drew gargoyles with common monstrous features but in different forms.
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Ric fys100 g4-how-do_children_view_monsters
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Ric fys100 g2-how-do_children_view_monsters
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Ric fys100 g4-how-do_children_view_monsters
The document is a collection of responses from students about monsters. It includes definitions of monsters, descriptions of their physical characteristics and behaviors, where they come from and live, and comparisons between different types of monsters. The students discuss what monsters look like, what they eat, and their purposes for existing from a child's imaginative perspective.
Monsters in my bedroom
This document lists various products and ideas for dealing with monsters under the bed or other childhood fears, including:
1) Lights, music, and other devices that use light, sound, or motion sensors to detect monsters.
2) Protective accessories like wristbands, badges, and anti-monster sprays.
3) Tactics for deterring or escaping monsters like slippery surfaces, traps, guards, or an escape route.
4) Activities to distract from fears like reading, games, or spending time with family.
Why and how i wrote a kids' book about monsters!
This document summarizes the author's process in writing and publishing her first book about monsters. Some key points:
- She was inspired by a love of fairy tales and make-believe from a young age. Her first story was about a mermaid at age 5.
- As a teacher, she noticed that not all students enjoyed reading, so decided to write about monsters to engage more kids.
- Her research process included searching websites and publications for existing books on real monsters, none of which fit what she wanted to write.
- After writing drafts and getting feedback from her students, she submitted the manuscript to 7 publishers. Henry Holt expressed interest and provided feedback over several revisions.
-
Ric fys100 g2-how-do_children_view_monsters
The kindergarten class visited Hydras to discuss the story "I Need My Monster". They separated into groups to ask the children questions about what monsters are, look like, and do. The girls favored when the female monster appeared in the story, while boys liked when the character Gabe reappeared. The children then drew what they thought a monster was and created a background for where it lived. Overall, Hydras found the experience gave them valuable first-hand insights into how kindergarteners perceive monsters through interacting with and questioning the children.
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Problema
Two groups of children from different countries communicate via video chat to help solve a math problem posed by a monster named Drogone from Italy. Drogone needs help planning a party for 6 monsters by determining how many sandwiches, cakes, worms, sausages, and packets of crisps he needs to buy for each monster, and then calculating the total cost. The children show Drogone their work to help solve the problem step-by-step since he has difficulty with math.
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Ric fys100 g5-how-do_children_view_monsters
- 1. HBS GROUP PROJECT Christine Amaral Jimmy Perry Kristen Stringfellow Brenna
- 2. GROUP 5 โข Mrs. Hess โข 5th Graders โข Gargoyles
- 3. BOOK โข Night of the Gargoyle โข Eve Bunting โข About how gargoyles spend their nights โข The kids seemed interested
- 4. Q&A: BRENNA โข What would you do if you met these monsters โข What do you think this monster would look like โข What are you going to be for Halloween
- 5. Q&A: Kristen โข Within my group I had four little girls. They all agreed that they were not very interested in the book. However they did had a lot to say about gargoyles. They all agreed that if they saw one in person they would either talk to it if it was nice or run away if it was mean. Also they said gargoyles are overall not scary.
- 6. Q&A: CHRISTINE โข 4 girls in the group โข All thought the gargoyles looked like cats โข One of the girls thought that gargoyles were there to protect the good and harm the bad โข Were enthusiastic
- 7. Q&A: JIMMY โข My group consisted of 4 boys. When I asked them what they had thought about the book they had said they didn't like it. Then I asked them about what they thought a monster was and I got several responses. Their responses consisted of saying a monster was big, muscle bound, had claws, sharp teeth, horns, and was purple. They soon later began to talk about how they thought the planet was a monster, and that the universe was as well. They begun to tell me that the we lived on a monster, that lived on a even bigger monster. It was unusual, but a new way to look at things.
- 8. ART โข The kids all made different gargoyles โข All the gargoyles were different โข Except almost all gargoyles had a big nose, sharp teeth, weird eyebrows and horns.
- 9. COMPARE TO THE CLASS โข Similar stereotypes โข Think monsters are protectors
- 10. DIAGRAM โข Our diagrams were pie charts describing 5 th grade views on the differences between gargoyles and monsters โข The diagram also shows how they are similar
- 11. MONSTERS
- 12. GARGOYLES
- 13. HOW ARE THEY SIMILAR