Where the Wild Things Are

Title: Where the Wild Things Are
Author: Maurice Sendak
Subject: Language, Word Knowledge
Grade Level: 2nd Grade
IEP Classifications(s): ADHD, Specific Learning Disability
Common Core Standard(s): {CCSS.ELA-LITERACY.L.2.4.A} Use sentence-level context as a clue to the meaning of a word or phrase.
Lesson Goals: The students will write several sentences using the new words they have learned from the story with an accuracy rate of 90%.
Lesson Materials: Where the Wild Things Are by Maurice Sendak, pencils, paper, chart paper, whiteboard, dry erase marker, crayons, pre-made bags of new words, pre-written sentence sheet, glue sticks, ELMO Projector


Instructional Lesson Methods and Assessment

Anticipatory Set (10 minutes)

• The lesson will start by asking the children if they have heard of "Where the Wild Things Are."
• After, the teacher will tell the children there are some big words in the story they need to be looking out for in the story.
• Next, the teacher will explain to the children that when they hear a big word or a word they do not know while we are reading, they need to raise their hand.
• The teacher will then explain that after he/she has stopped reading and called on the child with their hand raised, they will say the word they believe they haven't studied or heard before.
• After the child has said the word, the teacher will write the word on a piece of chart paper to keep track of the "new" words they've found.
• After reading through the story completely, the teacher will move back to the chart paper with the "new" words written on it.
• Next, the teacher will draw a chart on the whiteboard of all the words they found "new" in the story.
• This chart will have all of the new words to the left side of the chart.
• The teacher will ask the students how many of them have seen that word before.
• The teacher will count hands and write tally marks under the word for how many students have seen the word before.
• The teacher will continue to ask the students how many have seen the word, count and tally for each of the "new" words they found in the story.
• 
• After the chart is completed, the teacher will then show the video on the SmartBoard.
• The teacher will hand each child a printed copy of each page of the story to follow along with the audio reading of the story.
• The teacher will give each child a crayon to circle any new words they hear in the story that they may not know or understand.

• After the video is finished, the teacher will ask if anyone caught a new word.
• If a child has, the teacher will add the word to the chart paper of new words on the list.
• The teacher will then write the new word on the chart on the whiteboard and tally count to see how many children have not seen or heard the word before.
• The students will write their names at the top of the printed pages of the story and go back to their seats.

Recognition "What" Multiple means of Representation	Strategic "How" Multiple means of Action and Expression	Affective "Why" Multiple means of Engagement
1.1 Customize the display of information The video of the story will have adjust volume so that everyone can hear the story clearly. The lights of the classroom will also be turned halfway off. 1.3 Provide alternatives for visual information The story will be read by the teacher to the children, but they will also see a video of the story on the SmartBoard, as well as having a printed, typed copy of each page of the story to follow along.	4.1 Provide varied ways to responded The students can respond by hand raising when they hear a new word, voting when the teacher asks how many have heard the new word and by circling the new words on the printed out copy of the pages in the story.	8.3 Foster collaboration and communication Students will raise hands in order to see which students have not seen the "new" word before.

Introduction and Model New Knowledge (15 minutes)

• The teacher will now ask the students if they think they can guess what each of the new words they have found in the story.
• If there is a student that thinks they know what a word is, the teacher will allow for the student to get a verbal reply on what they think the word means.
• After hearing the student's reply, the teacher will tell the student if their reply is correct or not.
• If the reply is correct, the teacher will write the definition on the whiteboard with the word. (This will be on a separate section of whiteboard besides the tally chart.)
• If there is no student who thinks they know what a word is, the teacher will explain the definition of the word.
• As the teacher explains the definition of the word, he/she will write the definition next to the word.
• After the definitions have been gathered for all of the words, the teacher will ask two to three students to choose a word off the board and try to use it in a sentence.

Recognition "What"Multiple means of Representation	Strategic "How"Multiple means of Action and Expression	Affective "Why"Multiple means of Engagement
2.1 Define vocabulary and symbols The words the children have previously picked from the story will be defined and written on the whiteboard. 3.1 Provide or activate background knowledge The teacher will ask the students if they know a definition to any of the new words on the board.	4.1 Provide varied ways to respond Students can answer if they know what a definition for a word is or by making a sentence with one of the new words.	7.1 Increase individual choice and autonomy Students are allowed to try and come up with a sentence they believe fits with a word of the board.

Guided Practice (23 minutes)

• The teacher will now split the students into groups of three or four.
• After the students are broken into groups, the teacher will give each group a bag of new words from the story, a glue stick, and a paper with pre-written sentences (the sentences will have a missing word in which the children will glue down one of the new words to complete the sentence).
• The teacher will explain to the students that they have ten minutes to take the new words and glue them to the blank space in the sentence they believe it belongs. The teacher will set a timer, start the timer and play jungle themed music softly in the background.
• The students will now begin to work together and complete the worksheet.
• After time is up, the teacher will turn off the music and call the class back to attention.
• The teacher will ask one student from each group to come to the ELMO projector and share one of their sentences they put together with their group.
• After the student from the group has shared, the teacher will ask the group how they came to the conclusion that the word they glued down was the correct word for the sentence.
• When the group is done saying why, the teacher will ask the remaining groups to give a thumbs up if they think the group's word placement is correct or a thumbs down if they think it is not correct.
• This will continue until each group has been able to share a sentence on the ELMO projector.

Recognition "What"Multiple means of Representation	Strategic "How"Multiple means of Action and Expression	Affective "Why"Multiple means of Engagement
3.1 Provide or activate background knowledge Students will activate background knowledge of words in the sentences before choosing a word to paste in the blank.	4.2 Provide varied ways to interact with materials Students are able to paste down a word to the worksheet and are also able to use the ELMO projector to receive feedback from the class.	8.3 Foster collaboration and communication Students will work together as a group to paste words in correct sentence blanks.
3.3 Guide information processing Students will be sharing why they thought the word they pasted in the sentence fit there.	5.2 Provide appropriate tools for composition and problem solving Students are provided with pencils, glue sticks, a bag of new words and a pre-written sentence worksheet to work off of in their groups.	8.4 Increase mastery-oriented feedbackStudent groups receive feedback from other classmates after they present their sentence they pasted a new word into.

Independent Practices (10 minutes)

• The teacher will now pass out the pre-made question sheet to the children to complete.
• After each student has a question sheet, the teacher will then explain the directions to the children.
• The directions of the question sheet state that students are given will explain that the students will have five different words found from the story. The students will write a sentence for each of these words that makes sense.
• The five words they will have to create sentences for are rumpus, gnashed, tumbled, private, and mischief.
• The teacher will give an example sentence using a word that is not in the word bank on the question sheet. An example using the word terrible could be written on the whiteboard as "This is a terrible winter storm."
• After showing an example to the children, the teacher will ask if there are any questions. If there are questions, the teacher will answer them accordingly. If there are no questions, the teacher will let the children begin to work on their question sheet.
• The students will have 10 minutes to finish.
• Example for using word rumpus: "The students were wild and made a rumpus in class today."
• Example for using the word gnashed: "My little brother gnashed his teeth while he waited for food."
• Example for using the word tumbled: "My sister and I tumbled down the hill in the snow."
• Example for using the word private: "My sister keeps private writing."
• Example for using the word mischief: "Tommy and I always find mischief at recess."
• Example of how worksheet will be composed:
  • Name:
    Word Bank: rumpus, gnashed, tumbled, private, mischief
    Directions: Write one sentence with each of the words in the word bank.
  • 1.
  • 2.
  • 3.
  • 4.
  • 5.

Recognition "What"Multiple means of Representation	Strategic "How"Multiple means of Action and Expression	Affective "Why"Multiple means of Engagement
3.3 Guide information processing The teacher will explain instructions to students to ensure they understand what to do on the question sheet.	5.2 Provide appropriate tools for composition and problem solving The teacher supplies the student with a pre-written question sheet to complete.	7.1 Increase individual choice and autonomy The students will work alone on the question sheet. They will also produce sentences use the new words in the word bank by themselves.
3.4 Support memory and transfer Students will use knowledge they have gained of new words through the reading of the book, guided practice and group discussions.	5.3 Provide ways to scaffold practice and performanceThe teacher will write an example on the whiteboard to get students in the right direction for their question sheet.

Wrap-Up (5 minutes)

• After students have finished their sheet, they will ensure their name is written at the top of the sheet and turn it in to the basket labeled "to be graded" on the teacher's desk.
• As a table is completely done, the students will discuss quietly on how they feel they did on their sheet and discuss any words that they feel they may still not understand.
• If a table group comes up with words they feel they still do not understand, they will write the words on a piece of notebook paper.
• When all groups have turned in their questions (if they have words in question), the teacher will glance over the sheets and see which words the students have questions of.
• Words that have a high frequency of words the students have questions about, the teacher will write the definition one more time on the board before moving to the next subject of the day.

Recognition "What"Multiple means of Representation	Strategic "How"Multiple means of Action and Expression	Affective "Why"Multiple means of Engagement
2.1 Define vocabulary and symbols The teacher will define on the board one last time the words that the children have questions about.	6.3 Facilitate managing information and resources Students have a designated area they will turn in their question sheets when they are finished.	9.3 Develop self-assessment and reflection Students will work in groups after completing their question sheets to determine if there are any words they still have questions over.

Assessment ( minutes)

• The teacher will listen and observe the table groups and whole group activity to double check for understanding of words discussed in class and on the question sheet.
• The teacher will grade the question sheets completed by the students to ensure children are understanding how a sentence can give clues to what a word means when used in the correct way.

Recognition "What"Multiple means of Representation	Strategic "How"Multiple means of Action and Expression	Affective "Why"Multiple means of Engagement
3.1 Provide or activate background knowledge The teacher will see prior knowledge while observing the whole group activity and table group discussions.	6.2 Support planning and strategy development The teacher will plan out lesson prior to the start of class to ensure a smooth lesson. The teacher will also provide and explain the question sheet for the children to ensure maximum understanding.	7.2 Enhance relevance, value and authenticity The teacher will grade the question sheets fairly for genuine and valuable feedback for each student.
	6.4 Enhance capacity for monitoring progress The teacher will have the children turn in their question sheets for grading and will also look over any notebook papers that have words the children still do not understand.

UDL Principle

I. Multiple Means of Representation ensures that the Recognition networks of students are supported.

Specific UDL Acommodations (1.1 - 3.4)
Recognition Networks "What"

Key Elements	Please Put a Check Mark Next To the Ones You Incorporated	Where in the project?(Which Lesson Phase 1-6)
**Provide options for perception**
1.1 Customize the display of information	X	Anticipatory set
1.2 Provide alternatives for auditory information
1.3 Provide alternatives for visual information	X	Anticipatory set
**Provide options for language and symbols**
2.1 Define vocabulary and symbols	X	Introduce and Model New Knowledge, Wrap-Up
2.2 Clarify syntax and structure
2.3 Decode text and mathematical notation
2.4 Promote cross-linguistic understanding
2.5 Illustrate key concepts non-linguistically
**Provide options for comprehension**
3.1 Provide or activate background knowledge	X	Introduce and Model New Knowledge, Guided Practice, Assessment
3.2 Highlight critical features, big ideas, and relationships
3.3 Guide information processing	X	Guided Practice, Independent Practice
3.4 Support memory and transfer	X	Independent Practice

II. Multiple Means of Action and Expression ensures that the Strategic networks of students are supported

Specific UDL Accommodations (4.1 - 6.4)
Strategic Networks "How"

Key Elements	Please Put a Check Mark Next To the Ones You Incorporated	Where in the project?(Which Lesson Phase 1-6)
**Provide options for physical actions**
4.1 Provide varied ways to respond	X	Anticipatory Set, Introduce and Model New Knowledge
4.2 Provide varied ways to interact with materials	X	Guided Practice
4.3 Integrate assistive technologies
**Provide options for expressive skills and fluency**
5.1 Allow choices of media for communication
5.2 Provide appropriate tools for composition and problem solving	X	Guided Practice, Independent Practice
5.3 Provide ways to scaffold practice and performance	X	Independent Practice
**Provide options for executive functions**
6.1 Guide effective goal setting
6.2 Support planning and strategy development
6.3 Facilitate managing information and resources	X	Wrap-Up
6.4 Enhance capacity for monitoring progress	X	Assessment

III. Multiple Means of Engagements ensures that the Affective networks of students are supported

Specific UDL Accomodations (7.1 - 9.3)
Affective Networks "Why"

Key Elements	Please Put a Check Mark Next To the Ones You Incorporated	Where in the project?(Which Lesson Phase 1-6)
**Provide options for recruiting interest**
7.1 Increase individual choice and autonomy	X	Introduce and Model New Knowledge, Independent Practice
7.2 Enhance relevance, value, and authenticity	X	Assessment
7.3 Reduce threats and distractions
**Provide options for sustaining effort and persistence**
8.1 Heighten salience of goals and objectives
8.2 Vary levels of challenge and support
8.3 Foster collaboration and communication	X	Guided Practice
8.4 Increase mastery-oriented feedback	X	Guided Practice
**Provide options for self-regulation**
9.1 Guide personal goal-setting and expectations
9.2 Scaffold coping skills and strategies
9.3 Develop self-assessment and reflection