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O SlideShare utiliza cookies para otimizar a funcionalidade e o desempenho do site, assim como para apresentar publicidade mais relevante aos nossos usuários. Se você continuar a utilizar o site, você aceita o uso de cookies. Leia nossa Política de Privacidade e nosso Contrato do Usuário para obter mais detalhes.
• What factors of
Maurice Sendak’s life
influenced him to
make the choices he
did in creating his
illustrations for his
Last Updated: 12/12/13 Created by: Christine Hoffman 1
• The information located in
these resources provides
about Maurice Sendak.
The Walt Disney Family Museum
World Book Kids
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
• Step 1: In pairs, complete
the Author Biography
graphic organizer below:
• Step 2: Identify where you
received your information
using this document:
(Citing your sources.docx)
Last Updated: 12/12/13 Created by: Christine Hoffman 3
• Step 1: Each student
will create a “wild thing”
using New York Zoos
and Aquarium website:
• Step 2: Students will
write a story using their
“wild thing” as a main
• 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.
Last Updated: 12/12/13 Created by: Christine Hoffman 4
1. “Maurice Sendak on
Being a Kid” (PBS Digital
2. In the Night Kitchen by
3. Maurice Sendak
Collection at The
4. Maurice Sendak
• Use this website to pull quotes
from and show to students.
Last Updated: 12/12/13 Created by: Christine Hoffman 5
• 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.
• 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
• an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable
• 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
• 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
• 1.1.8 Demonstrate mastery of technology tools for accessing information and
• 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
• 2.2.4 Demonstrate personal productivity by completing products to express
• 3.1.1 Conclude an inquiry- based research process by sharing new
• 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
• 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
• Maryland Technology Literacy Standards for students:
• Link where standards can be found:
• 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