He has a fire head, but nobody knows how that happened. He breathes fire and he has spikes on his back. Try and get them to think about color, texture, and what the powers of the creature looks like.Įither collect the student’s work and read it aloud, or have each student show their creature and read their paragraph aloud. If there is time, have students take the second sheet of paper and draw their animal. Have them include 5-10 adjectives in describing their creature. If they get stuck have them include descriptions of where the creature lives, what it eats, what special things it can do, if it can talk etc.
Have the students write a paragraph, 5-8 sentences, describing their creature and its magical power. Have them put this at the top of their paper. They can use their own name, for instance, Erin’s Unicorn, or come up with something completely original that refers back to their magical power, like Lighthealer. She talks with her eyes, and humans can’t hear her.īefore they begin writing have them think up names for their creature. She speaks French in the sky, but English on the ground. She lives in a mountain of clouds with her mother and father. She uses her wings to fly, and then she runs through the air. Make sure they don’t just answer the question, but begin to construct a character.Įxample: My creature is part fairy and part horse.
#Magical creatures how to
Show students how to format answers to these questions into a paragraph. Students can use these prompts in the creation of their own magical creature.ġ) Does the creature look like other animals?Ħ) How does it speak? Through the mouth or some other way?ħ) What kinds of special powers does it have?Ĩ) What does it eat? What is their favorite food?ġ1) Does it live alone or with other people? Leave these prompts on the board after the collaborative activity. Have students create a collaborative magical creatureīelow are prompts for the collaborative paragraph. The more descriptive words that you use, such as color, the more unique your character becomes. In this case, you are trying to create something specific and unique. Explain why they are important in creating a character. Have students think about the types of powers their creature might have and where it might live.
Have students think of various kinds of magical creatures and generate a list on the board. The part I’m going to read starts just after Cara has escaped a delver, which is an evil creature that keeps trying to steal Cara’s necklace.
When Cara woke up she was in a different world where strange things started happening to her. Cara had to jump from a high clock tower and whisper these words while holding the special necklace. She told her to whisper the words “Luster bring me home,” so that she could escape the evil man. Here is a brief summary of the plot up until this point: Cara’s grandmother gave her a special necklace while they were running from an evil hunter. Introduce Into the Land of the Unicorns and read the excerpt from the book. Ask students: what makes a good story? Let the discussion go for a few minutes and eventually settle on the idea of creating a character. Introduce the idea of stories and the importance of creating a character.
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