Where The Wild Things Are

Amanda Fayette, 2
nd
grade

Standards (Music and other Academic Area):
#1: Singing, alone and with others, a varied repertoire of music; sing expressively
with appropriate dynamics, phrasings, and interpretation

Objectives (Include the three elements of an objective
learned in class):
Student will identify passages that indicate Characters, Setting, Climax, and
Resolution in Where The Wild Things Are when given a copy of the book and
colored sticky notes. The class will also create a wild rumpus and identify
characteristics of the music using body movement. The students will use different
instruments and movements to become familiar with the different elements of
music.

Materials:
-Music for rumpus
-Large paper for Setting, plot, character, climax etc.
-Multiple copies of Where The Wild Things Are
-Colored sticky notes (enough for each table)

Background for teachers (if needed, describe any context for
the lesson that another teacher should know):

Steps in the lesson:
Introduction/Building Background Knowledge:
-Students should be familiar with the qualities that make up a story and
elements of music (rhythm, beat, tempo, etc.)

Body: (Step-by-step scaffolding that includes teacher
modeling, guided work, and independent work)

1. Read the book, inviting those students who may know it well to read along
whenever they want to.
2. Ask, or suggest, if this is a good story, an interesting story, a well-
written story. Explain that we will now look at the elements or parts of
what makes up a good story.
3. Put up a large paper entitled Setting, explain that the setting is where and
when the story takes place. Hand out a copy of the book to each table (allow
the students to put colored sticky notes on the pages to identify setting,
climax, resolution, and characters. Ask the students to tell the setting of the
book. For each response refer back to the book saying how does it tell us
that? and help the students remember a passage or a phrase. Write down
what the students give you for the setting. Repeat the process for
Characters, Problem, Events and Solution.
4. Tell the students that youre going to leave the papers up, that it helps for
our reading and writing to know what makes up a good story
5. After the students have identified passages in the book, split the students
up into small groups (4-5)
6. Have the students imagine what a wild rumpus would be like and
brainstorm within individual groups. What types of music would they
play? Would it be loud? Fast? Etc.
7. Discuss these characteristics as a class
8. Show the YouTube video Where The Wild Things Are Rumpus
9. In their small groups, allow the students to make up dances while
incorporating some type of physical movement to the song.
-Max is dancing/Max is the king/Lets have a rumpus/etc

Closure: As the groups settle down, ask the students which parts of the
activity were memorable and their favorite. Did the students correctly identify the
qualities of setting, character, climax, and resolution? In addition, did the students
create a rumpus that included the ideas and themes we discussed in class.

Assessment (linked directly to objectives): After being placed in
small groups and reading Where The Wild Things Are, students will be assessed
on their ability to identify the qualities of setting, character, climax, and resolution
with colored sticky notes. In addition, the groups will be assessed on their
creativity and participation during the wild rumpus.

Adaptations/Extensions (include at least one strategy for
differentiation):
-Put students in groups that will allow each student to feel comfortable. Pair some
of the shy students with the outgoing ones for example. If there is an issue, the
teacher should participate with the groups and encourage them to break out of their
shell.

Rationale: Why is it important that students learn my lesson?
What will they gain from my content?
-This lesson will help students read books from a different perspective. The
students looked at passages that indicate what makes up a story. They also applied
it to a real life perspective and used their imagination during the rumpus. This
allowed their creative skills to be used by making up their own dance/chants/body
movements and was a kinesthetic experience.

Next Steps/ Connections to Other Subjects: What lesson will
come next? How will you build on this learning?
-After this lesson, I would use a similar exercise to identify the qualities that make
up a story, with a different book. Depending on the book, I would incorporate
some type of instrument or hands on lesson and allow the students to continue to
brainstorm and work in small groups.

Group Feedback:
They loved the idea of the post it notes and the book for each group to have
The rumpus was fun and the students would enjoy it
Nothing they wanted to change and didnt have any different ideas