Text: Night of the Veggie Monster Author: George McClements
Genre: Realistic Fiction
Learning Goals: Language Arts or Content Area
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The students will understand draw conclusions based on clues from the text.
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The students will understand how various text and graphic features can be used to impact meaning in a fictional story.
Before reading:
Build background knowledge: None needed
Introduce story vocabulary: transform, strong (multiple meaning word), gulp
Set purpose: As I read this story I want you to use the clues about the characters and the events in the story to draw conclusions and make predictions. I also want you to notice how the author uses different text features such as bold print and speech bubbles to emphasize certain words or to make the story more interesting.
During reading:
Teaching Points/Questions:
Page #2- Think Aloud: I notice that there are several words in bold print and the word “terrible” is in all capital letters. I think the author must be trying to make a point that the little boy thinks that whatever happens on Tuesday night is really bad.
I also notice that the author chose to use speech bubbles to represent what the father is saying. Based on his response, “time for another fun-filled hour” what conclusion can we make? (that the boys response is not uncommon- he has done it before; the parents are used to his behavior; that whatever is going to happen is going to take a while)
Page #6- I’ve noticed that the author has selected real photographs for the food on the pages we’ve read. Why is the food depicted or shown this way and everything else is just an illustration? (possible response: to make it more realistic- this is something kids really go through, so maybe he chose real photographs to represent that; to make it more interesting to the reader)
Page #12- What do you predict will happen? What clues led you to that prediction? (answers will vary, but should be similar to- the boy will throw a fit or get sick- he said, “it begins” and is holding his mouth; he may turn into the
“veggie monster” because of the title of the book; the father said, “and we’re off” so he’s about to react in some way to eating the pea)

Page #16- The word “WATER” is not only written in bold print but the author also wrote it in a descending way or wrote it going down the page. Why do you think he chose to write it this way? (maybe he wrote it this way to represent water- it drips downward from a faucet; when you cry, tears fall down your face)
Page #22- The previous page stated that the pea was too strong that it made him transform into a veggie monster. I don’t think the author is referring to the pea’s strength like we typically think of someone who is strong. What might the author mean by the pea was too strong? (it had a strong taste, or was powerful)
We can also use context clues to determine the meaning of transform. If he transformed into a veggie monster, then transform must mean… (he changed or turned into something)
Based on the father’s response, “Great pork chops tonight” what can you conclude that he and mom are doing? (they are continuing with their supper and ignoring the little boy)
Page #26- What clues make us believe that this reaction to eating the pea is different than he expected? (he said, “I actually swallowed the pea” “It tasted all right, really.”; he looks surprised)
Page #31- What do you think will happen on Wednesday? Why do you think that? (he will react the same way- the father said, “here we go again.”
After reading:
Comprehension focus: After the boy ate the pea, he realized it wasn’t that bad.
What message do you think the author wants us to get out of this text? (don’t be afraid to try new things; you never know if you like something until you’ve tried it)
Vocabulary review: _Review the 3 words mentioned earlier by having the students share a sentence with their partner using the word in the correct context-how it was used in the story.
Writing Extension:
The students can create their own “Night of the _____ (homework, meatloaf, medicine) Monster” books based on this story. They can think about something they don’t like such as homework and write a story following the same format as
Night of the Veggie Monster. You can model using the example below or come up with your own, and then they can write their own version using the book and your modeled writing as a guide.

Night of the Laundry Monster
Something TERRIBLE happens every Saturday. It all starts when I’m forced to do…LAUNDRY!!!
My friends act as if I’m making this up, but I’m NOT!
They have no idea what that pile of laundry does to me. As I pick up the dirty clothes basket, it begins. My fingers become all WIGGLY. My eyes begin to
WATER. My stomach begins to TWIST and TURN. I try to avoid it but I know I have to wash clothes. I start to transform into...a LAUNDRY MONSTER!
Ready to smash the washing machine! Reading to scatter the clothes! Ready to…
Clonk! Down goes the washing machine lid. One load started! I guess it’s not really that bad. But there is still danger. Because tomorrow is Sunday and on
Sunday, I find…MORE LAUNDRY!!!!!