Lesson Plan Title: Where the Wild Things Are by Maurice Sendak
Concept/Topic to Teach:
· Recalling information
· Making predictions
· Responding to stories by asking questions, discussing ideas
Standards Addressed: Grade level K, LA #5
Demonstrate comprehension of passages heard by retelling stories and by answering questions.
Materials: At least five copies of the book Where the Wild Things Are, Computers, Microsoft Word, tape, printer with colored ink, and at least one copy of each: Alice in Wonderland, Magic School Bus, Dragon Tales, and Peter Pan
Anticipatory Set (Lead-In): The teacher should begin the discussion by asking the students: Do you ever find yourself daydreaming? Where does your imagination take you? . Then the teacher should explain that authors sometimes make characters imagine events and far off places to create a story, as Maurice Sendak did. The teacher should display the concept map made using Kidspiration to show the different stories that have this type of plot, examples are: Alice in Wonderland, Magic School Bus, Dragon Tales, and Peter Pan. At this time, the children should be divided into small groups. Each group should be given a copy of the book to follow along as the teacher reads. The teacher should read Where the Wild Things Are to the class. The students should discuss imagination, and theirs differs from one person to another. Max’s imagination made him the “King of Wild Things”, what has your imagination made you? Time should be limited for this discussion. The student should then be told that will be required as a group to make a monster of their own and write a brief description about its character.
Guided Practice: Each group should be allowed a certain amount of time at a computer. An aid will need to be there to assist the children in this project if needed. Each group should create a monster using any of the drawing tools they feel led to use. At the bottom of the page, they should type a brief description of their beast. They should include a name, whether it mean or nice, and why they like or dislike it. Each child should be given enough time to reflect on the story and review its illustrations. When they are finished, each group should print their creation. During this time, all questions should be asked and answered.
Closure (Reflect Anticipatory Set): At this time, the student should present their creations and give a brief description. The teacher should ask how they think their monster could fit in with the “Wild Things”. The fact that nobody’s imagination is the same should be reviewed again. Introduce the other stories that are based on their characters imagination: Alice in Wonderland, Magic School Bus, Dragon Tales, and Peter Pan. Tell students that copies of these stories are in the class library for their enjoyment. Student will be allowed to ask any more questions that arise.
Assessment Based on Objectives: Student should be able to recall information with 80% accuracy and comprehend story with 80% accuracy.
Adaptations (for Students with Special Needs): Allow these students to take a copy of the book home the night before this lesson. Ask parent to read the story to the child and go over any part or word that the child has questions about. If the parents are unable to help, allow time after the story is read to have one on one time with the child to answer questions.
Extensions (For Advanced Student): Challenge these students to create a story of imagination of their own at home. Have them write it in their journal and if they would like to share it with the class allow them to do so.
Possible Connections to Other Subjects: Using shapes to create a monster could lead into a Math discussion.
Bialczak, C. Where the Wild Things Are. www.lessonplanspage.com Retrieved October 1, 2008.