Title-Where the Wild Things Are

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					Where the Wild Things Are
By Maurice Sendak

Curriculum Design II Sandi Strain GARED5010-Mt. Vernon Cohort Lynnette Young Overby July/August 2006


Title: Where the Wild Things Are Grade: K Length: 30-40 minutes

Standards and Benchmarks Curricular Content: Reading EALR 1.4: The student understands and uses different skills and strategies to read. Component 1.2: Use vocabulary (word meaning) strategies to comprehend text. Dance EALR 1.1.1.:The student understands arts concepts and vocabulary (space, time, energy/force).

Objectives Psychomotor: The students will demonstrate the use of space, time, force and energy to represent the characters and actions in the story Where the Wild Things Are. Cognitive: The students will use oral language structure and pictures to predict and confirm word meaning. Affective: The students will cooperate in a group to create a group dance. Materials -The book Where the Wild Things Are, by Maurice Sendak. -Board (chalk or dry erase) or paper easel with dance concept chart written on it, for brainstorming movement ideas with students. -An open space for movement.


-Scarves, costumes of various kinds for creating the story (optional) Introduction The students listen to the story of “Where the Wild Things Are” as read to them by the teacher. The teacher doesn’t show the pictures in the book but instead has the students use their imagination as they listen to the story being read to them. The Moving Adventure 1. Using the Movement Concept chart as listed on p. 277 of the MOVEntures book, the teacher fills in the top row of the movement concepts with the following: gnashing teeth, roaring terrible roars, rolling their eyes, and showed their terrible claws. She has the students brainstorm and name what should be listed in the appropriate columns with actions/descriptors for how that motion would be carried out in space, time, with which type of force and with what kind of body movement. 2. From there, she has the students physically move showing each motion according to the ideas listed in the Movement concept chart. Students are allowed to change different aspects of the space, time, force and body movement categories if their original ideas do not work very well. This is to the teacher’s discretion. 3. The teacher divides the class into 2 groups. Both groups have one student each assigned to be Max, one student to be Max’s mom, and the remaining students to be the Wild Things. Group 1 acts out the story as the teacher reads it while group 2 is the audience. As the children are moving the teacher may call out the movements decided on by the class.


4. Work with children to decide on a beginning and ending pose 5. After the story is read, group 2 gives some feedback to group 1 regarding how well the Wild Things followed the ideas listed in the movement chart. Group 2 also gives feedback to Max and to his “mom”. The 2 groups switch roles and group 2 performs for group 1 while the story is read again, with the teacher calling out the suggestions from the chart at the appropriate time.. Group 1 gives feedback to group 2 in how well they followed the movement chart. Assessment: Using the concept chart formed earlier as a group ask the students: How did you move for gnashing teeth ? How was that movement different than the one for roaring their terrible roar? Rolling their terrible eyes? Showing their terrible claws? Help the students fill out The Group Evaluation Form p. 276- MOVEntures book Sit down with each group and talk through the assessment.

Extensions: Working with the teacher, have the students create a class story using shared writing. Have children work in groups to create a new group story using adjectives to describe movement. Tape record each child telling a story about their wild thing. Write the stories into a class book - use big fonts - and children's own language.


Make paper plate and construction paper masks. Make paper bag costumes. Take parts of each student's story and put them all together into one class play. Video tape performance for parents.


Overby, L . , Post, B. , & Newman, D. (2005) Interdisciplinary Learning Through Dance 101 MOVEntures Human Kinetics Sendak , M. . (1962) Where The Wild Things Are Harper and Row Greg and Steve Productions (2000) . Kids in Action CD

Teacher Evaluation


Sandi Strain Curriculum Design II July/August 2006 After beginning the school year with my Kindergarten class, I realized that I would need to work with my students much longer before I could teach this lesson. I found that I would need to teach them step by step many of the dance concepts before I could introduce the concept chart and ask them for input as to the types of movements they might choose for the concepts introduced. So……what follows here is a quick review of what I have been doing with my children during the first eight days of school. In the morning when the children first come they have a number of routines that they need to follow to get ready for the day. After those tasks are completed I have them join me on the carpet for a time of oral sharing about their lives and activities. As there are 22 children this can take a bit of time and many of the children are quite squirmy, so at the end I have added a time for movement before I launch into the Reading curriculum. I began by helping them to find self space. It is interesting to watch Kindergartners define their self space. They are by nature very tactile and ‘touchy’. They have very little concept of where their own space stops and another child’s begins. I worked with them to understand that I wanted them to touch no one else, also no furniture or walls. We spent some time establishing this idea. They continue to work on it but I have to say that after the first five days or so the majority of the class really shows a beginning understanding of this concept. I chose to have the children do a warm up activity using the CD Kids in Action- by Greg and Steve. The track titled This is the Way We Do It is a great one to use. It guides the children through different movements and exercises. I interject the dance concepts of


high, medium and low space. I chose to have the children do this warm only for two days and then I taught them about moving around the room in ‘general space’. I used the MOVEntures CD track 2 and had the children walk the first day, jump and hop the second day, slide the next and intend to let them choose how they feel they should move in the next lesson. They have done a good job of steering clear of each other with only a few exceptions. I have asked those children to sit down for the rest of the lesson’s movements. The next day they seem to be ready to participate appropriately. I find it interesting that a couple of the children appeared to feel very hesitant to join into the movement activities the first few times. One boy in particular was very reluctant. The first day he would only watch and I let him. The next day he was still hesitant but I encouraged him to join in and even let him know that I expected him to join us though I didn’t force him. The third day he asked to leave the room! (I didn’t let him) I was SO pleased to see him actively and enthusiastically join in on the fourth day. He is now an active participant! So, now my children have a tentative working knowledge of self and general space, some non locomotor and three locomotor movements. They are pretty good at responding the command to ‘freeze’. They seem to enjoy the praise I lavished on them for being so quick to stop when I called out. During the next two weeks I intend to continue to reinforce the learning the children have started in space and body movements and add on the concepts of time and force. I’m hoping that by mid to late October the children will be at a point where I can try the lesson Where the Wild things Are.


I am so happy to have the guidance of the class I have just finished. I see this as a wonderful beginning to a learning journey both for myself and the children. POSTSCRIPT- I shared the book from my movement class with the teacher who works with them in Music and PE. She is trained as a studio dance instructor but hasn’t worked with the specific dance curriculum that I have learned about in this class. She was so excited that she ordered her own copy of the book and when it arrives we intend to sit down and divide up the lessons we will use with the children. So….they will be benefiting from LOTS of movement activities. I am SO excited to see the results.

I chose to make my lesson a little different than the group that I worked with. Though I really liked their ideas for using musical instruments I decided that it would be a little daunting to add that layer on with Kindergartners. Perhaps later in the year, or I can suggest it to my colleague who works with them in Music.


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