1. An Integrated Unit Plan for Preschool
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

2. Unit Learning Objective
Part 1
Unit Learning Objective

3. Where to begin?? Unit Learning Objective
Specific Concepts to be Learned
© Dr. Maggie McGuire LLC

4. Unit Learning Objective
This is the over all objective for what you want the kids to learn by the end of the unit.
Objective = Learn
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5. Specific Concepts
What do you want the kids to understand by the end of the unit? This is general information, not domain specific.
© Dr. Maggie McGuire LLC

6. Unit Learning Objective
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
© Dr. Maggie McGuire LLC

7. Specific Concepts Monsters are make believe Monsters live in stories
Monsters live in our imaginations
We have control over Monsters
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8. Design for Instruction
Part 2
Design for Instruction

9. Unit Learning Objective
Specific Concepts to be Learned
Social Studies
Domain
L.A. Domain
Fine Arts Domain
Science Domain
Math
Domain
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10. 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
© Dr. Maggie McGuire LLC

11. 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
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12. 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.
© Dr. Maggie McGuire LLC

13. II. Language and Communications
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
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14. 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”.
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15. III. Emergent Literacy-Reading Domain
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
© Dr. Maggie McGuire LLC

16. 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.
© Dr. Maggie McGuire LLC

17. IV. Emergent Literacy-Writing
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
© Dr. Maggie McGuire LLC

18. 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.
© Dr. Maggie McGuire LLC

19. demonstrate & illustrate = Applying
The students will be able to demonstrate their ability to recognize and illustrate shapes.
Mathematics Domains
V.C.1.
Child names common shapes
V.C.2.
Child creates shapes.
Bloom’s Level:
demonstrate & illustrate = Applying
recognize = Understanding
© Dr. Maggie McGuire LLC

20. 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.
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21. 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
© Dr. Maggie McGuire LLC

22. 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.
© Dr. Maggie McGuire LLC

23. 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
© Dr. Maggie McGuire LLC

24. 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.
© Dr. Maggie McGuire LLC

25. 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
© Dr. Maggie McGuire LLC

26. 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.
© Dr. Maggie McGuire LLC

27. 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
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28. 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”.
© Dr. Maggie McGuire LLC