Where the Wild Things Are
Listening
I would read the students the story Where the Wild Things Are by Maurice Sendak as a read aloud during a whole group setting. I would then allow the students to create their own “wild thing” by using miscellaneous items, such as paper plates; construction paper; markers; crayons; glue; scissors; magazines; toilet/paper towel rolls, etc. I would also put the book in the listening literacy center where students would be able to listen to the story using type and/or C.D. while following along with the book as well as put the book in the classroom library.
Reading
I would start out by doing a read aloud of this story making sure that all the students can see the pictures. Before reading the story aloud, …show more content…
c) Write as if they were continuing the story (What happens next?) When the students are done writing, I would have them get in groups of two and have them correct each other’s papers for grammatic errors. Next, I would conference with each student to check the students’ writing; to ensure that they have done what was asked of them; and that there are no errors. Lastly, I would have the students write a final draft of their story and illustrate what they wrote. When the students are done, I would allow them to share their stories with their classmates and then I would hang their writing in the hallway outside the classroom.
Viewing
An activity that I would do that involved viewing this book would be to show the students the pictures. First, I would make sure that every student could see the book, but I would cover up the words using sticky notes. During each page, I would allow time for the students to write down their own interpretation/perception of each picture. I would do this for each page. Next, I would provide the students 30 minutes to write a story based on the notes that they took from the pictures that they saw. Ideally, I would love to have a book for each child in the classroom and cover up the words using sticky notes; however, this may not be possible. At the end of the allotted time, I would allow the students to share their stories with the rest of the class. After the students shared their stories, I …show more content…
The story on YouTube can be found here https://www.youtube.com/watch?v=6cOEFnppm_A as told by John Kelin. When the students are finished watching the YouTube video, we would have a grand conversation as a whole group and I would start out by asking the students specific questions to see if they can retell the story and figure out the main parts. During the grand conversation, I would put key words on the board that the students are saying that are not already on the word wall in the classroom. Then, I would have the students create a “beginning; middle; and end” of this specific story by using a long piece of paper folded in thirds to retell just the main parts of the story. After I view each students’ writing, I will allow them to create illustrations for what they wrote and then they would share their work with the rest of the
Listening
I would read the students the story Where the Wild Things Are by Maurice Sendak as a read aloud during a whole group setting. I would then allow the students to create their own “wild thing” by using miscellaneous items, such as paper plates; construction paper; markers; crayons; glue; scissors; magazines; toilet/paper towel rolls, etc. I would also put the book in the listening literacy center where students would be able to listen to the story using type and/or C.D. while following along with the book as well as put the book in the classroom library.
Reading
I would start out by doing a read aloud of this story making sure that all the students can see the pictures. Before reading the story aloud, …show more content…
c) Write as if they were continuing the story (What happens next?) When the students are done writing, I would have them get in groups of two and have them correct each other’s papers for grammatic errors. Next, I would conference with each student to check the students’ writing; to ensure that they have done what was asked of them; and that there are no errors. Lastly, I would have the students write a final draft of their story and illustrate what they wrote. When the students are done, I would allow them to share their stories with their classmates and then I would hang their writing in the hallway outside the classroom.
Viewing
An activity that I would do that involved viewing this book would be to show the students the pictures. First, I would make sure that every student could see the book, but I would cover up the words using sticky notes. During each page, I would allow time for the students to write down their own interpretation/perception of each picture. I would do this for each page. Next, I would provide the students 30 minutes to write a story based on the notes that they took from the pictures that they saw. Ideally, I would love to have a book for each child in the classroom and cover up the words using sticky notes; however, this may not be possible. At the end of the allotted time, I would allow the students to share their stories with the rest of the class. After the students shared their stories, I …show more content…
The story on YouTube can be found here https://www.youtube.com/watch?v=6cOEFnppm_A as told by John Kelin. When the students are finished watching the YouTube video, we would have a grand conversation as a whole group and I would start out by asking the students specific questions to see if they can retell the story and figure out the main parts. During the grand conversation, I would put key words on the board that the students are saying that are not already on the word wall in the classroom. Then, I would have the students create a “beginning; middle; and end” of this specific story by using a long piece of paper folded in thirds to retell just the main parts of the story. After I view each students’ writing, I will allow them to create illustrations for what they wrote and then they would share their work with the rest of the