Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
1. Question:
• What factors of
Maurice Sendak’s life
influenced him to
make the choices he
did in creating his
illustratio...
• Introduction:
• The information located in
these resources provides
biographical information
about Maurice Sendak.
• Web...
• Step 1: In pairs, complete
the Author Biography
graphic organizer below:
(common-core-biography-
research-graphic-
organ...
• Step 1: Each student
will create a “wild thing”
using New York Zoos
and Aquarium website:
http://www.buildyourwildself.c...
• Sites:
1. “Maurice Sendak on
Being a Kid” (PBS Digital
Studio)
http://www.youtube.com/wa
tch?v=KvtgqJTVVhE
2. In the Nig...
Link: http://www.corestandards.org/the-standards
• Reading: Informational Text
• CCSS.ELA-Literacy.RI.3.1 Ask and answer q...
Link: http://www.ala.org/aasl/standards-guidelines/learning-standards
• 1.1.6 Read, view, and listen for information prese...
• Maryland Technology Literacy Standards for students:
• Link where standards can be found:
http://mdk12.org/instruction/c...
Upcoming SlideShare
Loading in …5
×

Maurice sendak

328 views

Published on

  • Be the first to comment

  • Be the first to like this

Maurice sendak

  1. 1. 1. Question: • What factors of Maurice Sendak’s life influenced him to make the choices he did in creating his illustrations for his books? http://www.waltdisney.org/sendak Last Updated: 12/12/13 Created by: Christine Hoffman 1
  2. 2. • Introduction: • The information located in these resources provides biographical information about Maurice Sendak. • Websites: The Walt Disney Family Museum http://www.waltdisney.org/sendak PBS http://www.pbs.org/wnet/americanmasters/epis odes/maurice-sendak/about-maurice- sendak/701/ • Databases: PebbleGo http://www.pebblego.com/content/biogra phies/pgo_player.php World Book Kids http://www.worldbookonline.com/kids/arti cle?id=ar831950&st=maurice+sendak Sirs Discoverer http://discoverer.prod.sirs.com/discoweb /disco/do/article?urn=urn%3Asirs%3AU S%3BARTICLE%3BART%3B00000313 49 Gold Star: Challenging Silver Star: Basic Note: The information found using these resources will help you complete the Author Biography graphic organizer found on the next slide. Last Updated: 12/12/13 Created by: Christine Hoffman 2
  3. 3. • Step 1: In pairs, complete the Author Biography graphic organizer below: (common-core-biography- research-graphic- organizer.docx) • Step 2: Identify where you received your information using this document: (Citing your sources.docx) http://blogs.artinfo.com/artintheair/2013/02/27/maurice- sendak-gets-a-posthumous-museum-retrospective/ Last Updated: 12/12/13 Created by: Christine Hoffman 3
  4. 4. • Step 1: Each student will create a “wild thing” using New York Zoos and Aquarium website: http://www.buildyourwildself.com • Step 2: Students will write a story using their “wild thing” as a main character. • Step 3: These stories will be made into a class book. Each student will present their “wild thing” story and describe what choices they made when creating their “wild thing” character and why. • RUBRIC: Maurice Sendakrubric.docx http://www.muddyingthewaters.com/2012/05/11/where-the-wild-things-are-a-legacy/ Last Updated: 12/12/13 Created by: Christine Hoffman 4
  5. 5. • Sites: 1. “Maurice Sendak on Being a Kid” (PBS Digital Studio) http://www.youtube.com/wa tch?v=KvtgqJTVVhE 2. In the Night Kitchen by Maurice Sendak audiobook: http://www.youtube.com/wa tch?v=fzzdx54evWc 3. Maurice Sendak Collection at The Rosenbach Museum: http://www.rosenbach.org/ learn/collections/maurice- sendak-collection 4. Maurice Sendak Quotes: http://www.goodreads.co m/author/quotes/4489.Ma urice_Sendak • Use this website to pull quotes from and show to students. Last Updated: 12/12/13 Created by: Christine Hoffman 5
  6. 6. Link: http://www.corestandards.org/the-standards • Reading: Informational Text • CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. • CCSS.ELA-Literacy.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. • Reading Fluency • CCSS.ELA-Literacy.RF.3.4 Read with sufficient accuracy and fluency to support comprehension. • Writing • CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. • CCSS.ELA-Literacy.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. • Speaking and Listening • CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. • CCSS.ELA-Literacy.SL.3.4 Report on a topic or text, tell a story, or recount • Language • an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. • CCSS.ELA-Literacy.L.3 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. • CCSS.ELA-Literacy.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Last Updated: 12/12/13 Created by: Christine Hoffman 6
  7. 7. Link: http://www.ala.org/aasl/standards-guidelines/learning-standards • 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. • 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. • 1.3.3 Follow ethical and legal guidelines in gathering and using information. • 2.1.1 Continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. • 2.2.4 Demonstrate personal productivity by completing products to express learning • 3.1.1 Conclude an inquiry- based research process by sharing new understandings and • reflecting on the learning. • 3.2.3 Demonstrate teamwork by working productively with others. • 4.1.2 Read widely and fluently to make connections with self, the world, and previous reading. • 4.1.5 Connect ideas to own interests and previous knowledge and experience. • 4.1.8 Use creative and artistic formats to express personal learning.Last Updated: 12/12/13 Created by: Christine Hoffman 7
  8. 8. • Maryland Technology Literacy Standards for students: • Link where standards can be found: http://mdk12.org/instruction/curriculum/technology_education/ • 1.A.1. Understand the uses of technology systems • 2.B. 1. Practice responsible and appropriate use of technology systems, software, and information • 2.B. 3. Understand current online safety guidelines • 5.A.1. Use and evaluate information resources available through technology independently or with assistance • Time Frame: four, one hour lessons • Differentiation and UDL: • Direct students to use comprehension tools, such as read-aloud audio, labeled reading levels, and embedded dictionaries. • Learning Styles: • Auditory learners, visual learners, and kinesthetic learners • Notes to the Teacher: • In conjunction with students research, Maurice Sendak’s books can be read, such as Where the Wild Things Are, In the Night Kitchen, and Chicken Soup with Rice. Last Updated: 12/12/13 Created by: Christine Hoffman 8

×