My Favorite Monster Research Project
1. Choose a monster from the following list below, or see teacher with an idea of your own
Big Foot
Godzilla
Dracula
Ogo Pogo
Hulk
Mummy
Loch Ness
Cyclops
Frankenstein
Sasquatch
Giant Croc
Swamp monster
Abominable Snowman
El Chupacabra
Werewolf
2. Find at least two different resources on your topic such as: books, video/DVD,
encyclopedias, pamphlets, Internet, etc. List the two different resources you use below.
___________________________
___________________________
3. Read and collect facts about your monsters. Write information in note form on the note sheet. Include
the following:
a.
b.
c.
d.
e.
physical description on your monster
The planet, continent, country or other area your monster is found.
eating habits, usual habits, dangerous or harmless
relatives, tell about family
interesting facts, special powers, enemies, friends
4. When you have gathered all your facts, rewrite your information in report form that is typed or neatly
written in blue or black ink.
1.
2.
3.
4.
5.
Use these guidelines:
Gather your information.
Organize your information.
Write your report.
Proofread your report.
Rewrite your report.
5. Choose and complete two activities to help show what you learned in your research from the list below
1. Do you believe that the monster you
studied is real? In writing, give your reasons.
2. Use clay or Play dough to make a model of
your model
3. Does your monster have problems? Does it
have trouble getting along with other people?
Pretend you are your monster and write a
letter to a newspaper columnist asking for
help. What would the answer be?
4. Dress up like your monster. Have a friend help
you by being the host of a talk show host in which
you are a guest. After the host has interviewed you,
let your classmates ask you some questions.
5. Does your monster have a bad public image?
Prepare an advertising campaign to improve its
popularity. You could use television
advertisements, posters or newspaper and magazine
advertisements.
list your choices below.
___________________________
___________________________
6. Make a bibliography of the resources you used.
7. Prepare and rehearse a three-five minute presentation for the class.
8. Complete a “Rubric Self-Evaluation form on your project.
9. Your report should include the following and be stapled in the following order:
Title page
Your report
Bibliography
Rubric Self-Evaluation
Your two projects (if unable to staple ask teacher where to turn them in.)
Due Date:_________________________
My Favorite Monster:_________________
Name:_______________________
DESCRIPTION
Found Where?
Habits
Interesting Facts/Special Powers
Origin/Relatives
Self-Evaluation Rubric
Facial expressions and body
language generate a strong
interest and enthusiasm
about what is being read in
others.
Presentation
3
Relatively interesting,
rehearsed with a fairly
smooth delivery that usually
holds audience attention.
Facial expressions and body
language sometimes
generate a strong interest
and enthusiasm about what is
being read in others.
Listens to Other
Presentations
Listens intently. Does not
make distracting noises or
movements.
Listens intently but has one
distracting noise or
movement.
Speaks Clearly
Speaks clearly and distinctly
all (100-95%) the time, and
mispronounces no words.
Speaks clearly and distinctly
all (100-95%) the time, but
mispronounces one word.
Volume is loud enough to be
heard by all audience
members throughout the
presentation.
After presentation stood up
with good posture and eye
contact and provided time for
3-5 questions/comments
from the audience
Volume is loud enough to be
heard by all audience
members at least 90% of the
time.
Speaks clearly and
distinctly most ( 94-85%)
of the time.
Mispronounces no more
than one word.
Volume is loud enough to
be heard by all audience
members at least 80% of
the time.
After presentation stood up with
good posture and eye contact and
provided time for
questions/comments from the
audience however may have
taken too many or not enough
questions/comments
After presentation may have not
stood up with good posture and
eye contact. Provided time for
questions/ comments from the
audience however may have taken
too many or not enough questions/
comments
After presentation did not
provide time for
questions/comments from
the audience and/or did not
take the time seriously.
Student acknowledges and
answers all
questions/comments posed
by classmates about the
story.
Student does not
acknowledge or answer all
questions/comments
posed by classmates
about the story.
Student does not
acknowledge or answer any
of the questions/comments
posed by classmates about
the story.
CATEGORY
Preparedness
Enthusiasm
Volume
Audience Feedback
Presenter’s response to
questions/ comments
4
Interesting, well-rehearsed
with smooth delivery that
holds audience attention.
Student acknowledges and
answers all
questions/comments posed
by classmates about the
story in a positive/informative
way.
2
Delivery not smooth, but
able to hold audience
attention most of the time.
1
Delivery not smooth and
audience attention lost.
Facial expressions and
body language are used to
try to generate enthusiasm
about what is being read,
but seem somewhat
faked.
Sometimes does not
appear to be listening but
is not distracting.
Very little use of facial
expressions or body
language. Did not generate
much interest in about what
is being read.
Sometimes does not appear
to be listening and has
distracting noises or
movements.
Often mumbles or can not
be understood OR
mispronounces more than
one word.
Volume often too soft to be
heard by all audience
members.
Writing
CATEGORY
Effective Title
Six Traits
4
3
Student has thought of a title
that grabs the reader’s
interest and fits the story
perfectly.
Student has thought of an
effective title for their story.
Wowser!--excels in all
areas; shows control of
language throughout
piece
On target!--meets all
criteria- the strengths
outweigh the weaknesses; a
small amount of revision is
needed
2
1
Student has a title that may Student does not have a title.
not fit the story, does not grab
the reader’s interest, or
sounds like it was the first
thing that popped into their
head.
strengths and need for revision
are about equal; about half-way
home
Need for revision outweighs
strengths; isolated moments hint
at what the writer has in mind;
undeveloped; --needs
major improvements in
most areas.
Activities
CATEGORY
Activities
4
3
2
Student completed two
Student completed two
Student completed at least
activities that were creatively, activities that were neatly and one activity. The activity may
thoroughly and neatly done.
thoroughly done but lacked lack thoroughness, neatness,
creativity.
and creativity.
1
Student partially completed
one or no activities. The
activities were not neat,
thorough, or creative.
Your Presentation Grade: __________ Your Activities Grade: __________ Your Writing Grade: _______