This prereading activity, suggested by the Ohio Commission on Dispute Resolution and Conflict Management, should be completed prior to and during a class reading of the book. Start by reading aloud the book title to children. Using pen and paper, ask children to predict what they think the book is about and what will happen. During the reading, pause at regular intervals and ask children to compare their predictions with what is happening in the story. After finishing the book, allow for a final check on predictions, and then engage children in a discussion. Ask children if they enjoyed the story, who their favorite characters are and if they would choose to end the story differently.
In the book, Adam Joshua has to deal with the problem of monsters in the night, and this creative activity extends on this episode in his life. After reading the monster section of the book, ask students how they would cope in that situation and if they have ever been in a similar situation to Joshua. Have they ever felt scared in the night or had a nightmare? Next, students will create their own monsters on large sheet of cardstock with paint or crayons. Once completed, students will write a descriptive paragraph about the monster's features and its environment. Have students share their stories with the rest of the class.
Adjustment is one of the central themes in "The Monster in the Third Dresser Drawer," as Adam Joshua comes to terms with moving houses and changing schools. In this activity, students begin by brainstorming how they would feel in Adam's situation. Responses may include feelings like nervousness or excitement. Next, students focus specifically on the challenges of starting at a new school and try to imagine the first day. As a class, students must create a list of ways to accept and make a new student feel welcome. Display this list on the classroom wall.
A story map is useful for bringing together all of the elements of the book after reading is complete. Each child should be given a sheet of paper and colored pencils. In a chart format, students will include the details on the setting, main characters, events and feelings. Encourage them to use and highlight any new vocabulary words they encountered as well as their favorite aspects of the book. When the maps are completed, ask students to present their maps to the class and discus their overall feelings about the book.