Being Afraid: Where the Wild Things Are


Plan Author: Mathew Needleman
Date Created: 3/20/2003 4:49:09 PM PST
School: Saturn Street
Grade Level: 1
Subject Area(s): Language Arts (English)

Goal(s):
Students will analyze the elements of plot in the story, "Where the Wild Things Are."

Concept(s):
Stories have a beginning middle and end.

The character of "Where the Wild Things Are" drifts in and out of fantasy and makes a choice about his behavior.

Standards:
CA- CCTC: Aligned CSTP's and TPE's
• Standard : CSTP: Standard for Planning Instruction and Designing Learning Experiences for all Students
TPE: D. Planning Instruction and Designing Learning Experiences for Students
CSTP Description: Teachers plan instruction that draws on and values students? backgrounds, prior knowledge, and interests. Teachers establish challenging learning goals for all students based on student experience, language, development, and home and school expectations. Teachers sequence curriculum and design long-term and short-range plans that incorporate subject matter knowledge, reflect grade-level curriculum expectations, and include a repertoire of instructional strategies. Teachers use instructional activities that promote learning goals and connect with student experiences and interests. Teachers modify and adjust instructional plans according to student engagement and achievement.
• CSTP Key Element : Developing and sequencing instructional activities and materials for student learning.
 Question : plan to use instructional strategies appropriate to the complexity of the lesson content and student learning needs?

CA- California K-12 Academic Content Standards
• Subject : English Language Arts
• Grade : Grade One
• Area : Reading
• Sub-Strand 3.0: Literary Response and Analysis
Students read and respond to a wide variety of significant works of children?s literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.
• Concept : Narrative Analysis of Grade-Level-Appropriate Text
 Standard 3.1: Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story?s beginning, middle, and ending.


Objective(s):
After participating in a guided reading of the story, "Where the Wild Things Are" and some independent study of the book, students will be able to explain the beginning, middle, and end of the plot with ninety-percent accuracy.
Prerequisite Background Skills/Knowledge:
Students must understand the concepts of beginning, middle, and end. These can be taught visually through the story map.
Vocabulary / Language Skills:
Plot and structure. Plot will be taught as synonymous with story and structure will be shown through the story map itself.

Mischief and rumpus: explain in terms of certain classroom behaviors.
Materials:
Book: Where the Wild Things Are
Chart Paper (for Venn Diagram)
Marker
Classroom Management:
Students will be asked periodically to have a discussion with partners about certain questions that the teacher poses. Teacher must circulate to make sure that students remain on topic and each find a partner.
Procedure:
Open
Ask students if any of them are scared of monsters. Tell them today we will be reading a story about a boy who is not scared of monsters. Not only is he not scared of monsters but he plays with monsters in his bedroom and wants to be king of all monsters. Show students the cover of the book , "Where the Wild Things Are" and explain that Maurice Sendak is both the author and illustrator and remind students of the Really Rosie books they have already read from the same author.

Body
Read the story to children, pausing to focus on elements that are realistic and those that are fantasy.

This story will be read on the day that our class goes to the library. Encourage students to check out the book from the library to read later during reader's workshop. There is also a Spanish language version, "Donde viven los monstrous."

After children have had some time to digest the story independently, have students assist you in completing a story map. The story map will list the characters (Max, the monsters, and his mom) and the beginning, middle, and end of the story. Through completing the story map, children will need to think about the question, why does Max want to leave the kingdom of the monsters at the end of the book? Students should arrive at some understanding which they can support through evidence in the text. This should be plotted on the story map.

Close
Have the children assist you in reading over the story map. Have the students retell the story in terms of its beginning, middle, and end to partners as the teacher circulates.
Assessment:
Teacher circulates as students share with partners to ascertain whether students are able to explain the story's beginning, middle, and end with ninety-percent accuracy.

copyright ©2003 by Mathew Needleman http://www.opencourtresources.com