WHERE THE WILD THINGS ARE

WHERE THE WILD THINGS ARE

1. ENGLISH

   • Literacy
     • Teacher leads a discussion on the inferred meaning of the book which is that a forrest didn't really grow from his bedroom and that Max made it up in his head while he was in a bad mood. (ACELY1670)
     • After the book has been read to students, students are to retell the story to the person they are sitting next to. Each pair can help each other out in order for students to get a more accurate and detailed retelling. (ACELY1670)
     • Students make a Venn diagram with ‘Where the Wild Things are’ on one side and ‘The Legend of the Golden Snail' by Graeme Base on the other side and compare the two books. (ACELY1665)
   • Language
     • Suffix and prefixes chart: The teacher selects three words from the book to go onto the class suffix and prefixes chart. The chart is divided into sections with each suffix and prefix. The teacher writes the word from the book on the chart in whichever section it fits into and then, with the input of the students, adds the different suffixes or prefixes along that row. (ACELA1472)
     • The teacher goes through the book with all the words covered. At each illustration the students are to discuss what they think the characters are doing, thinking or feeling. After discussing this the teacher reveals the text underneath and discuses if the words match the pictures and what the students predicted. (ACELA1469)
     • Modelled reading: the teacher reads the book and demonstrates what to do when reading a word that you don't understand, focusing on words with long vowel sounds and diagraphs. (ACELA1471)
     • Word sort: In small groups students are asked to sort a pile of individually cut out works into two groups/categories. One category should be suffixes and the other should be prefixes. (ACELA1472)
     • Sound hunter: Students go on a word hunt in the book for words that contain silent letters, long vowels and diagraphs. (ACELA1471)
   • Litrature
     • In small groups students make a script for the book and act it out. Students can add to or change parts of their script to fit their play. (ACELT1593)
     • Meet and greet: students come up with unsual questions to ask one of the characters in the book. Students then get into pairs and take turns while one person asks thier questions and thw other responds as if they are that character. (ACELT1593)
     • Circular story map: Students students make a map of the main events in the story by either drawing it or using short descriptions. The map goes in a circle so that it starts and ends with Max in his bedroom. (ACELT1593)
     • While reading the book the teacher stops at particular points and allows students to reflect on the text. The teacher will ask questions to the class such as "What do you think Max is feeling here?" or "How would you feel if this were you?". After giving the students time to think they are given a chance to share their answer with the class if they would like to. (ACELT1589)
     • Students selected their favourite passage/part of the book and write it out. Students then find a partner and read that part to their partner and explain why it is their favourite (ACELT1589)

2. HASS

   • Small group debate: Students get into groups of 4 to discuss if they think it is fair to be sent to bed without dinner. (WAHASS22)
   • Students create a map using the illustrations to decide what geographical features they should include on their map. (WAHASS20)
   • Students rewrite the story of 'Where the Wild Things are' from the perspective of either Max's mum or one of the Wild Things. (WAHASS19)

3. HEALTH

   • Students write a journal entry about what they do when they feel wild. (ACPPS018)
   • In pairs discuss what you can what you can do to help a friend who is feeling wild (in a bad mood) (ACPPS020)
   • Students create wild things masks with faces that show different emotions using paper plates and various bits of coloured scrap paper. On the back of the mask students write what that emotion is and how people behave when they are experiencing that emotion. (ACPPS020)

4. SCIENCE

   • Students reflect on the recent excursion to the zoo and design a living space for the wild things, using what they saw at the zoo and the text to design something that they believe would meet the needs of the wild things. (ACSSU030)
   • Class goes on a visit to a the Rio Tinto Naturescape at Kings Park. Students get into groups of four and use the resources available to them to make a fort using the natural resources in the park. Students are to create a fort that they think will be suitable for Max and the Wild Things. Once the forts are made each group presents their fort to the rest of the class and explains why the Max and the Wild Things would like it. (ACSSU032)
   • Students create a sail boat for Max out of a variety of recycled and scrap materials. Students must write a plan for their boat and make predictions about what materials will work the best. Students then make the boat based off their plan and come to conclusions about if their predictions were correct and if they think Max could use their sail boat to sail through the day and night on. (ACSIS038)

Imagens e arquivos do mapa