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...
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Maurice sendak

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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

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