The kindergartners had so much fun during this lesson! I began by reading the book If You’re A Monster and You Know It which they enjoyed very much doing the different actions and making different sounds. While reading the book I told them what the next action/sound was in advance and we participated in a practice round to ensure all the students could think of an action/sound or borrow from their friends prior to the actual song. 
After we created a monster drawing using a sharpie marker on a blank piece of paper. The students were very helpful during the drawing with their input resulting in a monster with eight horns, three eyes, ten legs, and a squiggly stomach. The next step was to spoon a small amount of the coloring (food coloring and water) onto the paper and then blow it around using a straw. This was a wonderful activity to do as some students became consumed in the drawing process, others became amazed when the colors mixed and created new colors before their eyes, and many showed their determination while blowing the colors around.
Overall I recommend this activity to any and everyone. It could have been furthered by having the students explore how mixing colors resulted in different colors or by having students only draw one feature of the monster and then pass the paper on for another student to add a feature. Furthermore, these monsters could be utilized as a character to create a story with to connect to English language arts or the features could be counted to connect to math (many students were already informing me that they had drawn eight belly buttons, two fangs, four eyes and so on) and graphed.
end to be little mice but when I opened the book to move the story forward most of them sat down. At this point it became clear that they were used to sitting while someone was reading a book, due to this I had the students sit throughout the rest of the lesson. Having them participate in some actions was fun; the actions were a mixture of ones I provided and ones they created. For example, I showed them how to hold their strawberry in one hand and cut it in half with the other but they showed me how they would guard their strawberry: some turned over and pretended it was under them, some put it in their pocket, some placed it behind themselves. Some parts became a verbal exercise over the actions as well – when asked how they would disguise their strawberry it was easier to share what they would do (these were answers like hide it under a blanket and use a ‘shinkerator’ on it, put it in a spiderman costume, and put in it a tomato costume to trick the bear). Integrating myself into the book resulted in the students giving me interesting looks. Every time the book mentioned the bear sniffing for strawberries I took on this role, some found it amusing while others looked a little confused as to if they were supposed to copy this action or just view it.
