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Where the Wild Things Are by Maurice Sendak Year One activity ideas …

- - - - Activity: The teacher will sit with a select group of focus students and participate in a group discussion. This lesson will focus on 'Where the Wild Things Are'. The teacher will repeat this activity with all students over a duration of time. During this discussion the teacher will bring students attention to the plot, setting and characters within the story and the concepts of print. To do this the teacher will ask students a number of both open and closed questions to encourage the children to contribute in group discussion, listen to other ideas and answer questions. This activity provides the teacher with an explicit observation assessment opportunity,
        
        Interacting with others - Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656) Modes: S,L
    - - Activity: Use the app ‘Book Creator’ on the iPad. Students will work in small groups to create their own short story, either based on the ideas in the story or on the mischief Max gets up to and the adventures he embarks on. Students will need to use words and illustrations in their story. Students must also ensure that they include a clear setting and characters. The stories students create will be read to the class by the teacher.
        
        Creating texts - Construct texts that incorporate supporting images using software including word processing programs (ACELY1664) Modes: W
    - - Activity - Students will be placed in groups of 3 – 4. Each group will be provided with a sensory bag (for example, a bean bag filled with rice) along with a laminated version of the words seen in ‘Where the Wild Things Are’. In their groups the students will be required to spread the words out on the floor space allocated to them. Ensure students place the cards so that they can see the word. Taking it in turns students will need to throw their bean bag. Whichever word their bean bag lands on they must try to read the word. If they were able to successfully read the word, they can then keep it and begin their collection. This continues until all words have been correctly sighted by students. The students will then count up their words and see who was able to correctly identify the most words.
        
        Interpreting, analysing and evaluating - Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading (ACELY1659) Modes: R, V
    - - Activity - Before reading the book ask students to examine the front cover of the book as well as the title. Question students about what they think the story may be about, any events that may occur during the story or any of the characters we may see when reading the story. Inform students that all of their answers are ‘predictions’. Read the story, ‘Where the Wild Things Are’, to the students. After finishing the story, the teacher will ask students to reflect on the accuracy of the predictions they made prior to reading the story. Use a number of the predictions made by students as examples (for example, “Sam what was the prediction you made?... Did we see this happen in the story? Was it an accurate prediction?”)
        
        Interpreting, analysing and evaluating - Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660) Modes: R,S,L
    - - This activity is designed to encourage students to identify incorrect punctuation or sentence structure in texts. Once the teacher has finished demonstrating the process of editing and correcting sentences the students will be asked to return to their desk where they are going to edit the sentence that has been placed on their desk. Prior to the task the teacher will have formulated a number of simple, unpunctuated sentences that relate to ‘Where the Wild Things Are’. Each student will receive one of these sentences to edit.
        
        Creating texts - Re-read student’s own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662) Modes: R
  - - - Activity: As a class the teacher and students will create their own short story based on a 'wild thing' adventure. The story will include both words and illustrations. The story must also include a clear beginning, middle and end, setting and characters. Once the story has been created it will be read to the class. The story created will be made into a book and placed in the book corner for future use.
        
        Examining literature - Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584) Modes: R,S,L,V
    - - Activity: Students will be using the class iPad's to create a word cloud. In their word cloud students will need to include all of the words they heard and read in, 'Where the Wild Things Are'. Examples of some of the words children may include could be; plants, trees, dinner, child, mum, wild things, boat, sea. Once they have listed all of their words the students will need to choose an outline or shape they think best relates to the story. These word clouds will be saved and printed to be placed around the classroom.
        
        Creating literature - Innovate on familiar texts by using similar characters, repetitive patterns or vocabulary (ACELT1832) Modes: R,S,L,W
        
        Creating literature - Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586) Modes: R,S,L,W
    - - Activity: Students will use the 'stop motion' app installed on the class iPads to recreate 'Where the Wild Things Are' to create a video version of the story. This activity will be completed in groups of 4-6 and will require students to create a series of freeze frames, that reflect the events of the story. Using the masks previously created during one of the art lessons students will act out the story.
        
        Creating literature - Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586) Modes: R,S,L,W
    - - The teacher will discuss with the students the words that are used to describe both a character’s physical appearance and personality traits. After the discussion students will create a character profile for either Max or one of the ‘wild things’. A copy of the story will be placed on each table group for students to refer to. The students will be provided with an A4 piece of paper that has been concertinaed to have four sections. Students will write one describing word for their character in each section. Some of the word’s students may use include, creature, big, tall, happy, angry, grumpy, claws, teeth or sad. The students will place the head of the character on their paper to create a ‘concertina character’.
        
        Literature and context - Discuss how authors create characters using language and images (ACELT1581) Modes: R,S,L
  - - - Activity: In small groups students will work together to investigate phonemes. Prior to students completing the small group activity the teacher will model to the class the process required. In small groups students will be required to cut one syllable high frequency words from the book (for example, Max, wild, the, grew, weeks, year and are) into their individual sounds. For example, ‘grew’ would be cut into ‘gr’, ‘ew’ or ‘things’ would be cut into ‘th’, ‘ings’. Students may also be provided with individual phonemes which they will need to blend together to create a word.
        
        Phonics and word knowledge - Segment consonant blends or clusters into separate phonemes at the beginnings and ends of one syllable words (ACELA1822)
        Modes: R,S,L
    - - Activity: This activity will be completed as a class. The teacher will form a sentence from the book on the whiteboard that has no punctuation. The teacher will also have a number of laminated punctuation elements featured in the book, including capital letters, full stops and speech marks. Students will be asked to identify the grammatical errors in the sentence and what punctuation is required to fix the sentence. Students will come to the board to correctly punctuate the sentence.
        
        Text structure and organisation - Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449) Modes: R,W,S,L,V
    - - Activity: Discuss with the students the concepts of print. The teacher will ask students a number of questions regarding the basic formatting of books. Students will be asked about the title, author, illustrator, book handling (holding the book the right way up), difference between sentences and words, front and back cover and the purpose of a book. For example, the teacher may ask, "Can anyone show me where the title of this book is?" or, “Does anyone know where I can find the year the book was written?”
        
        Text structure and organisation - Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450) Modes: R,W
    - - The teacher will inform students that there are components to a sentence that represent what is happening in the sentence, who is involved, and any emotions described. The teacher will consolidate students understanding by using a simple sentence from the book and placing it on the board. An example the teacher could use from ‘Where the Wild Things Are’ is, ‘That very night in Max’s room a forest grew’. This example enables the teacher to demonstrate to the students the when, the who and the what within a sentence. For this example, ‘That very night’, represents the when, ‘Max’s room’, represents the where and who was involved (Max) and ‘a forest grew’, represents what was happening in the sentence.
        
        Expressing and developing ideas - Identify the parts of a simple sentence that represent, ‘What’s happening?’, ‘What state is being described?’ ‘Who or what is involved?’ and the surrounding circumstances (ACELA1451) Modes: R,S,L
- - - - Measurement and geometry- Describe duration using months, weeks, days and hours (ACMMG021)
  - - - Measurement and geometry- Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019)
  - - - Measurement and geometry - Give and follow directions to familiar locations (ACMMG023)
- - - - Ideas - Exploration of, and experimentation with, the visual art elements of shape, colour, line, space and texture (ACAVAM106)
      - Skills - Development of artistic skills through experimentation with: shape (geometric shapes), colour (mixing primary colours to create secondary colours), line (broken, jagged, dashed), space (background, foreground), texture (changes in texture; transfer of texture) to create artwork (ACAVAM107)
  - - - Ideas - Exploration of, and experimentation with, the visual art elements of shape, colour, line, space and texture (ACAVAM106)
      - Skills - Development of artistic skills through experimentation with: shape (geometric shapes), colour (mixing primary colours to create secondary colours), line (broken, jagged, dashed), space (background, foreground), texture (changes in texture; transfer of texture) to create artwork (ACAVAM107)
  - - - Skills - Development of artistic skills through experimentation with: shape (geometric shapes), colour (mixing primary colours to create secondary colours), line (broken, jagged, dashed), space (background, foreground), texture (changes in texture; transfer of texture) to create artwork (ACAVAM107)
      - Ideas - Exploration of, and experimentation with, the visual art elements of shape, colour, line, space and texture (ACAVAM106)
- - - - Biological Sciences - Living things have a variety of external features (ACSSU017)
  - - - Nature and development of science - Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE021)
      - Planning and conducting - Use informal measurements to collect and record observations, using digital technologies as appropriate (ACSIS026)
  - - - Biological sciences - Living things live in different places where their needs are met (ACSSU211)