Lesson Title:
Where the Wild Things Are
Content Area & Arts Discipline:
Overview of the lesson: The students will create a monster after sorting words /pictures into groups.
Grade Level:
1st Grade
Proposed Time Frame:
30 - 45 minutes
Date Lesson Created:
Spring 2008
Lesson Author:
Sara Williams & Paige Perkins
Room Requirements & Arrangement: whole group
Materials/Equipment: book
Words/pictures
Resources: examples of quilling (internet or real life), quilling video/PowerPoint
Vocabulary: (Key words for both the non-arts and arts subjects) / BIG IDEA & LEARNING OBJECTIVES
TSW be able to sort words into groups and categories.
TSW create a monster depicting specific characteristics.
Step 1
TTW read “Where the Wild Things Are” by Maurice Sendak to the class. As a class we will discuss the different characters in the book. Talk about the different characteristics that make the monsters. List some of their thoughts on the board. Tell the students we are going to create our very own monster today. Each monster will have traits. (mean/nice, hands/claws, stands tall/stands slouched over, speaks English / speaks gibberish, quiet sounds / loud sounds, arms out /arms in, and big steps / little steps.
Step 2
5K – TTW have several trait pictures on squares of paper. Example: a scary face or a nice face. Have 10 of each, then cut them into squares. Do this for all the different traits. Have the students work in four different groups (SL.K.1a/b) and sort the pictures based on the traits (L.K.5a). Once all of the traits are sorted traits out on a table. Tell each student that they will need to pick one trait from each category. Then they will glue their monster’s trait to the story board.
1st – TTW have several trait words on squares of paper. Example: scary or nice. Have 10 of each, then cut them into squares. Do this for all the different traits. Have the students work in four different groups (SL.K.1a/b) and sort the words based on the traits (L.K.5a). Once all of the traits are sorted traits out on a table. Tell each student that they will need to pick one trait from each category. Then they will glue their monster’s trait to the story board.
Step 3
5K - TSW come alive trait-by-trait (2a). Once the monsters have inherited all of their traits the teacher will refer back to the text when all of the monsters were dancing around. The students will retell that portion of the story using their newly created monster, making sure they incorporate all of the distinguishing traits (2b).
1st – TSW come alive trait-by-trait using their spatial perception, voice, and pantomime (2a/2b) Once the monsters have inherited all of their traits the teacher will refer back to the text when all of the monsters were dancing around. The students will retell that portion of the story through a tableau and using their newly created monster, making sure they incorporate all of the distinguishing traits (2d). The students will pause and identify the specific characteristics being exhibited.
The teacher/teaching artist will create opportunities for reflection (Closing) by:Asking the students to describe their monsters.
The teacher/teaching artist will assess the students’ learning by:
Informal observation
STANDARDS & PRINCIPLES
Please list the competency from the following:
State Content Standards
5K / RL.K.3 - With prompting and support, identify characters, settings, and major events in a story.
L.K.5a – Sort common objects into categories (e.g., shapes, food) to gain a sense of the concepts the categories represent.
SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
b. Continue a conversation through multiple exchanges.
SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
1st / RL.1.3 - Describe characters, settings, and major events in a story, using key details.
L.1.5a – Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion.
SL.1.2. - Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.3. - Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
Arts Standards
5K / 2a - Create a variety of real and imaginary characters using basic acting skills (e.g., emotional, physical, and vocal expression, sensory perception, concentration).
2b - Perform group pantomimes and improvisations to retell familiar stories.
1st / 2a - Develop body awareness and spatial perception through movement and pantomime.
2b - Develop expressive use of voice.
2c - Develop sensory awareness of all five senses.
2d - Use skills in pantomime, tableau, and improvisation to create characters and to demonstrate their feelings, relationships, and environments.
Principles of (at least one from each of the three guiding principles):
1.1 Offer ways of customizing the display of information
3.4 Maximize transfer and generalization
5.2 Use multiple tools for construction and composition
6.4 Enhance capacity for monitoring progress
7.1 Optimize individual choice and autonomy
7.2Optimize relevance, value, and authenticity
APPENDIX
Extended Learning Activities:
TIPS/FAQs:
References: (i.e. Works cited, etc.)

2/4/13