|PENNSYLVANIA STATE STANDARDS
1.3-Reading, Analyzing, and Interpreting Literature
1.3.3 B: Identify literary elements in stories describing
characters, setting, and plot.
1.4- Types of Writing
1.4.3 A: Write narrative pieces including detailed descriptions.
1.5- Quality of Writing
1.5.3 B: Write using well-developed content that is relevant to the
1.5.3 D: Write with an awareness using descriptive words and action
1.5.3 F: Edit writing using the conventions of language
1.6- Speaking and Listening
1.6.3 A: Listen to others
1.6.3 B: Listen to a selection of literature and identify and define
new words and concepts.
1.6.3 D: Contribute to discussions
Science and Technology
3.3- Biological Sciences
3.3.4 A: Know the similarities and differences of living things
Arts and Humanities
9.1- Production, Performance, and Exhibition of Dance, Music,
Theatre, and Visual Arts
9.1.3 A: Know and use the elements and principles of each art form
to create works in the arts and humanities. (Theatre and Visual
9.1.3 C: Recognize and use fundamental vocabulary within each of the
9.1.3 E: Demonstrate the ability to define objects, express
emotions, illustrate an action or relate an experience through
creation of works in the arts.
9.1.3 H: Handle materials, equipment, and tools safely at work and
After reading Maurice Sendak’s, Where the Wild Things Are,
and after listening and participating in a discussion afterward,
students will not only expand their imagination, but also expand
their outlook on the variety of physical and internal differences
each person or “thing” has and is made up of.
Students will learn how to make paper mache puppets of their own
“Wild Thing” or character of their choice from the book.
Students will have a more understanding of adjectives and the
specific details that are put into stories, characters, actions, and
After introducing the book, the class will participate in a
discussion about monsters and their different views on them, such as
scary, funny etc. The teacher will also lead them into a discussion
of different types of characteristics that makes up a monster and
even a person, known as adjectives.
The class will be able to first identify an adjective is, share
examples within the classroom, and then recognize further adjectives
within the book.
After reading, Where the Wild Things Are, by Maurice Sendak, the
class will participate in a second discussion, this time about their
new perceptions on monsters, such as whether they appear to be
scary, dangerous, funny etc. after the reading.
The students will make a list of their own adjectives that they
learned from the characters as well as the setting from the story
and use them to help create their own adventure story.
Next, each student will create his or her own imaginary “Wild Thing”
or a character of his or her choice from the story using paper mache.
Note: Some students may want to create Max or his mother from the
story, which should be fine considering their views on how monsters
are perceived have now changed.
After creating their own puppet, the students will write a small
adventure story of their monster that they created and will be able
to place themselves within the story as well, if they choose to.
Finally, each student will share and act out their story by using
their paper mache “Wild Thing”.
1. My “Wild Thing” puppet
2. 20 toilet paper/paper towel rolls
3. 20 Styrofoam balls
4. 20 Styrofoam trays
5. 20 egg containers
7. Cotton balls
8. Aluminum Foil
9. 5 Boxes of Elmer’s Paper Mache Paste
10. 5 bowls for paper mache
11. 5 rolls of masking tape
12. 20 bottles of Elmer’s glue
13. 5 roles of Paper Towels
14. 5 bowls for water
15. Baby Wipes
16. Acrylic Paint
17. 20 Paint brushes
18. 20 scissors
21. 20 scissors
25. assorted shapes
26. assorted buttons
27. “googly” eyes
28. 20 old shirts/smocks
|ACTIVITY AND PROCEDURE
MOTIVATION and INTRODUCTION
Purpose of the lesson
I will motivate the class by having them gather on the carpet and
first asking them something like, “How do you all feel about
monsters?” and following their reactions with a question like, “Are
all of the monsters you think about scary?”.
After hearing their reactions and answers, I will then introduce the
book to them and continue with a discussion on how they perceive the
different types of monsters.
I will then read the book to the class with using great enthusiasm
and dramatic voice.
The class will then engage in another discussion about their new
views on monsters after reading the story.
I will have the class explain what an adjective is and have them
give multiple examples, describing the setting and characters, to
write on the board which will help them when writing their own
The students will then create their own imaginary “Wild Thing”
puppet out of paper mache and use their puppet while writing and
also sharing their own adventure story to the class.
|Lesson 1 (30 minutes)
Introduction: After the class has gathered onto the
carpet, I will begin by posing a question out to the class such as,
“How do you all feel about monsters?” It is likely that the students
will have anxious reactions and facial expressions after hearing the
question. I will follow up their reactions by asking the students if
all monsters are scary.
It is likely that majority of the class will agree that when they
envision a monster the creature would be hideous on the exterior.
Then I will mention that like people, monsters come in all different
shapes, sizes, moods, personalities etc. I will give the class an
example of a familiar monster that they should recognize, such as
the Cookie Monster on Sesame Street. Their reactions may change and
they may discover that the Cookie Monster’s humorous behavior could
be found in other monsters as well.
Then I will ask the class to explain to me what an adjective is.
After having multiple definitions said aloud, I will then explain to
them that an adjective is a word that is used to describe the noun
that is being talked about. It is important to point out the many
different kinds of adjectives that are used to describe people,
places, and things. I will point out that many people, like the
monsters, are different, and then point to various students in the
class, commenting on their different hair color or texture, shirt
color, voice etc. I will then tell the class that like the various
monsters on Sesame Street and the different people in the room,
there will be many different types of monsters in the book that we
are about to read, and also to be aware of the different adjectives
that describe the monsters or even the setting that they are in. I
will show the class to the puppet, mentioning to them that the
puppet will only come out to quiet noises, which will hint to the
class that they must stay quiet and not act up when seeing it.
I will read aloud to the students the fictional story, Where the
Wild Things Are, by Maurice Sendak. In order to maintain their
attention as well as the effect of the book, it is important to read
the book with great enthusiasm and voice for each of the characters
in the story. I will also use my puppet of one of the “Wild Thing”
characters to help read along when that character is speaking in the
After reading the story, the students will participate in another
discussion, this time about their new perceptions of monsters. I
will ask them how they now see monsters and if they are still scary
to them or if they have changed. I will use examples and turn to the
pages in the book, such as the songs and dances they did with Max,
in order to show the different feelings and personalities the
After testing the students’ comprehension of the book, I will ask
them to share some adjectives of not only the different types of
monsters or characters in the book, but also on how they viewed the
setting (bedroom, island) to be. I will also raise the puppet to
explain the various adjectives that can be used to describe its
texture, color, voice, shape, height, etc. I will ask questions to
the class on how the puppet sounds, by making different types of
squeaky, high-pitched voices, as well as deep voices. By doing so,
it is a good way to have the students find joy and humor in the
lesson by making them laugh, but to also teach them that adjectives
are not only used to describe physical characteristics. I will then
write down the different answers they share on the board so that
they will be able to use them later for their own creative story.
Once the students’ have shared their adjectives, I will explain to
them that they will be creating their own imaginary “Wild Thing” or
character of their choice. I will also explain how they will be
writing their own creative story to go along with their puppet,
which will be used as the main character in their story.
Note: The students may also choose to write themselves along with
their puppet in their writing assignment.
Question and answer:
At this time I will ask the students if they have any questions
about the book or the upcoming lessons such as the creative writing
assignment or the paper mache puppet they will be making.
To end today’s class I will briefly explain to the students what we
will be doing for the next few days and ask them to continue to
think about their stories for their in-class writing assignment.
After mentioning the puppet, I will then ask the students to clear
their desks so that they will be able to have a clean space to work.
I will ask them to take out a piece of paper and a pencil. I will
tell the students that it is important to make a sketch of something
so you will be able to use it when making a paper mache puppet,
because even the best artist need something to refer back to and to
look at. Although the students will not be using the sketches as
their final copies, I will explain the importance of “whisper
lines.” To do so, I will use a quiet voice while telling them that
when we use “whisper lines” we want to draw lines so lightly to the
point where we almost can not see them, and not too dark, while
saying it a deeper, louder voice, so that when we erase we do not
see them and we can color over them.
It is important to anticipate students to finish earlier than
others. Those who do finish early, they will be able to color their
sketches with crayons or markers. I will also make sure to walk
around to monitor each of the students’ works as well as their
conversations. I will also encourage students to help one another,
for example, if they need an idea.
As it gets close to cleaning up, I will tell the students that they
have about five more minutes to finish what they are doing so that
they are able to finish their last thought. When it is time to clean
up, I will ask each student to put their sketches away and ask one
person from each group to collect any markers or crayons, if used,
and to put them back.
Question and answer:
Towards the end of the lesson period, I will ask students if they
have any questions on their sketches or on the lesson.
At the end of the lesson, I will review what we will be doing the
next few days. I will tell the students to finish anything else they
wish to add to their sketches and bring it in to begin their paper
mache. I will also remind the students to bring in any other
materials to use if they wish to use anything else besides the
supplies that I have for them. Although I will have smocks and
t-shirts, I will also ask if any students would like to bring in
their own to wear, but also tell them that I have shirts as well.
To begin today’s lesson, I will remind the students that we will be
creating our armatures today. Since they should be unfamiliar with
the word armature, I will explain to them that in order to make our
puppet, we first need to build it from the inside out. I will
demonstrate how our body will look without a skeleton and explain
that the armature is like the skeleton for the puppet. By holding up
my “Wild Thing”, I will explain that inside is its skeleton which is
made up of the materials that they see in front of them. I will make
sure that the desks were split into five groups, with four students
at each, and that all the supplies are arranged neatly as well. I
will show them by holding up the paper towel roles, Styrofoam ball,
and newspaper, that they will use these items to construct their
skeleton. I will hold up each supply and ask the students which
supply is used for what part of the body.
To begin studio time, I will explain what paper mache is and how
they will use it to build their armature. However, before putting on
the paper mache, together as a class we will be putting the
Styrofoam ball to the paper towel role. I will have each student
hold up their own paper towel role and Styrofoam ball, which was
placed at their desk before the lesson, and tell them how to use the
masking tape to attach the head to the body. I will also place a
role of masking tape at each group table and show the students how
to rip their tape into smaller pieces holding their fingers close
together. I will make sure that a couple of pieces are already taped
to the desks so that the students can use them already. I will ask
the students to raise the body into the air, which will have them
reach for the paper towel role. I will tell them to keep it close to
their stomach, and demonstrate how they can place the Styrofoam ball
on top and tape it. I will make sure each student is given enough
time to correctly tape the ball to the roll. At that time, I will
make sure there are enough sheets of aluminum foil, newspapers,
paper towels, and cotton balls on each table. When each student is
finished, I will then explain that the sheets and cotton balls will
be used to make the arms, legs, and parts of the face of their
armature. I will ask them to place a finger on their face and feel
around, so that they are able to realize the different dimensions of
their face and that their “Wild Thing” can have similar features as
well. At this time, students should have an assembled head and body,
and a few parts of the body built for their armature.
At the end of the period, the students will place their puppets on
the given trays after labeling their trays with their names. The
students will be called by their groups to place their armatures on
a dry, clean table. I will also assign one person in each group to
make sure all scraps are cleaned from the desks, while another
student organizes the table. I will make sure the paper mache glue
is out of the children’s way and will not ask them to place them in
a certain area.
Question and answer:
At this time, I will ask students if they have any questions on the
techniques of building their armatures, or if they are having a
difficult time doing so.
At the end of the class, I will ask the students what are the
different techniques that we use to when working with all the
different types of supplies. Since the students will not be far on
their armatures, I will remind them that all body types are
different. I will demonstrate how someone has larger eyes than
another, someone’s arms are usually shorter than the legs etc.
To begin, the students will immediately sit and begin working on
their armatures. I will quickly demonstrate how to paper mache the
body and other body parts if needed, but also remind them to cover
the entire armature with paper towel. I will demonstrate by dipping
in the strip of paper towel, and using the two fingers to take of
excess glue. I will tell the students how important it is to cover
all of the body parts with the paper towel so that it will be easier
to paint over, by saying it will be a bright white when it dries.
To begin studio time, I will call the students by groups to get
their puppets from the table. The students will go back to their
seats, where there will already be the strips of newspaper and paper
towels. I will already have uncovered and placed one bowl of paper
mache on each of the five group tables. Once the students have
finished adding newspaper to their mache and starting to add the
strips of paper towel, I will go around to remove any scraps, and
unused paper towel. I will also come around with wipes if students
need to clean their hands, first reminding them to dry themselves
first with paper towels.
When the students are finished covering their armatures. I will
again call them by group to place their puppets on the table. I will
also assign one person to collect any scraps left on the table and
another person from the group to organize everything on the table.
While everyone is cleaning up, I will ask the students to sit in
their seats when they are finished and I will come around with baby
wipes to help them clean their hands.
Question and answer:
I will ask if there are any questions about what we did today in
class. If they feel that they are behind, I will make sure that they
are able to catch up during free time, lunchtime, after school etc.
I will also ask students how they feel about the lesson and if
anyone feels frustrated or rushed, if so, I will be able to improve
the lesson, by inviting parents or volunteers to help assist the
students during the lesson.
At the end of the period, I will remind the class to start thinking
of how they will be painting their armatures and what colors they
will be using. I will make sure that the students who are behind get
caught up before the next class period, so that they do not feel
behind or excluded while the rest of the students advance.
Before beginning the lesson, I will remind the students that they
will be painting their armature today and that they must wear a
smock to protect their shirts. If students have not brought their
own, I will have extras for those that were not able to bring
extras. By seeing the amount of students that brought their own, I
will also be able to see if I should send out a note to their
parents remind them the next time I teach the lesson. I will show
the students the different paints that are arranged on their own
group tables. I will make sure that there is enough paint for each
student in each egg carton. There will be one paintbrush per student
on their tables. Before they begin to paint, I will bring out my
puppet and also demonstrate the different colors I used for its face
and body. I will emphasize the importance of creativity, and that
they are designing their own “Wild Thing”, therefore the color,
texture, design of their puppet can be any way they imagine.
The students will now begin to paint their armatures. Once again,
the students will walk back to the table in their groups to receive
their armature. They will put on their shirts before starting and
will make sure which supplies are their own. If the students need to
wash their paintbrush to paint a new color, I will place a small
bowl of water in the middle of each group, and continue to walk
around to monitor and also refill when needed. If some students
finished before others, they will be asked to clean up only the
scraps around them and place their brushes into a bin where I will
clean. They will also place their puppet onto the back table to dry
and place their shirt into a bin, where they will all be kept. At
that time the other students will be asked to begin cleaning up.
I will give the students about five more minutes to make any last
details on their puppets and ask them to begin cleaning up. I will
again call each group to place their puppets at the back table.
While each student is at the back, I will take all paintbrushes from
their desk and place them into a bowl where I will later clean. I
will then ask the students to come with their groups again one by
one to hand me their trays to the back table, where I will arrange
so that they are able to be reused once again. The students will be
given wipes so that they are able to clean their hands as well as
any messes they made elsewhere. I will ask them to put their scraps
of wipes onto a pile so that I can easily collect them while they
take off their shirts and by groups place them into the bin. The
students who have finished earlier will be asked to help any
students who needed extra help cleaning up, such as taking their
tray up or helping them wipe off their areas.
Question and answer:
If students have any questions about painting their puppet, I will
try to get the entire class to help me answer a question or for an
opinion. However, I will encourage creativity again, and that the
colors, textures, designs, can be anything they want to be.
To end the lesson, I will acknowledge the class’s hard work and
praise them for their behavior and effort. I will mention that the
next lesson we will be creating the outside features of our “Wild
Things”. I will remind them to bring anything else they wish to put
onto their puppet that I will not provide them with. However, I will
mention the supplies that I do have for them to use, such as fur,
buttons, shapes etc.
|Lesson 6 (30 minutes)
Today the students will be working on the outside features of their
“Wild Thing”. They will be making clothing out of felt, or adding
fur to the bodies that were made out of newspaper or aluminum foil.
I will encourage students to use their imagination and to remember
the different types of adjectives used when we describe the various
monsters within the stories.
The students will be asked to come back to the table and get their
puppet. Before they work alone, I will demonstrate how to use the
material that will be set out for them. They will be able to gather
the materials they need one by one, that will be placed on another
table. At their desks will be their own scissors and Elmer’s glue
that they will use to cut their felt, yarn and glue them to the
When the students are finished with their puppets, I will assign
leaders in each group to pick up any scraps of fabric and place them
in the box on the back table. I will also assign another leader to
make sure all glue bottles are closed and another leader to organize
everything on the table. The students will then bring their finished
puppets back to the table in groups.
Question and answers:
I will ask the students how their puppets are coming along, and if
anyone needs extra time to make any last finishing touches on them,
which will give me an idea on how to arrange the desks and items for
the next lesson.
I will end the lesson by telling the students that they will have
enough time to put any last finishing touches on their puppet if
needed. For those that are finished they will be asked to begin
writing their creative writing assignment, which I will briefly
explain that the beginning of the next class.
|Lesson 7 (1 hour)
In the beginning of the class, I will remind the students that they
will have to write a creative writing story to go along with their
puppet. I will tell them that the puppet will be the star to their
story, but they will also be allowed to place themselves into the
story as well. I will encourage them to use the list on the board to
help them with adjectives in describing the lifestyle and features
of the puppet. I will tell them to answer such questions like,
“Where does your “Wild Thing” live? What does it eat? Does it have
fur? Is it slimy, scaly, or soft? Does it make noises? What is its
voice like? Does it even speak?” Etc. I will tell the students that
are finished working to begin working on their writing assignments,
and the students who need to finish will be given some extra time.
For the students who need to finish their puppets, I will have
already arranged a smaller area for them to work on, because I will
already have known who needs to finish from the pervious class. If
there are more students who need to finish than there are who are
done, I will have a separate area for those students to work on
their stories. Other students may choose to help other students by
being an apprentice to them, which may first be allowed by the
student who needs the help. After all the students are finished,
they will be asked to one by one go back and place their “Wild
Thing” onto the table and to clean up any scraps left behind. If
there is enough time at the end, they will be asked to begin working
on their creative writing assignment. I will remind the students
that the stories will be a one-page assignment. I will go over the
rubric with them so that they have an idea of what to mention in
Although there are no art supplies to clean up, I will ask the
students to stop working on their assignments and put them away.
Question and answers:
I will ask the students if they are finished with their writing
assignments, and if they are not to finish them for homework. I will
also ask the class if they have any questions on what write about
and make sure to have in their story.
I will then tell the students to bring in their writing assignments
for the last day of the puppet project. I will tell them that the
next time we will be gathering in a circle on the carpet to share
our stories with one another.
|Lesson 8 (1 hour)
Today is the last day of the “Wild Thing” project. The students
will gather onto the rug to share their stories.
The class and I will gather in a circle around the carpet to share
our stories and our puppets. The students will go around the circle
to read their story and act out some scenes if they choose to with
their puppet. They will also have a chance to describe the various
details they put into making their puppet and list adjectives when
describing their puppet. The class can also share their ideas of the
various adjectives that may be used when describing their
There will be no clean up required for this lesson. Once the
students have submitted their writing assignments, they will be
allowed to take their puppets home to share with their family and
Question and answers:
At the end of the lesson, I will ask the students to go around the
circle and have them share their favorite part of the days of
activities. They are also free to share what they least liked about
the assignment and what they found challenging to help with future
I will end the lesson by thanking the students on a wonderful
activity, and for the great effort and imagination they put into
* Paper mache
|STRATEGIES FOR DIVERSE LEARNERS
I will make an effort to best accommodate my lesson for
diverse learners in my classroom, such as ESOL and IEP children. I
will contact the student’s parents to make sure that the lesson is
being talked about before and outside of the class as well. I will
go over the lesson with such children prior to the rest of the class
so that they have an idea of what to expect. During studio time I
will remind them not to feel rushed and to take as much time as
needed and that their effort is just as important. By contacting
their parents beforehand, they will expect the student to bring home
any unfinished work. For the creative writing assignment, I will
make sure that all ESOL students will have the project explained to
them one on one and ask any specific ESOL teachers to assist the
students with their writing.
|SUMMARY AND CLOSURE
In order for their effort to be positively displayed, I will
take a picture of each student with their puppet and place it on a
bulletin board with their adventure story outside in a hallway. I
will again thank the class for such a great effort and behavior when
working on the assignments. I will make sure to review the important
vocabulary terms that the students learned and reviewed throughout
There will be no official homework assignments for the
project. However, if students have not completed their sketches or
writing stories on time, then they will be asked to take them home
to prepare for the next day of lessons. They will also be given time
to come in out of the class time to work on the puppet if they are
The paper mache puppet and the creative writing story will be
evaluated using two different rubrics..
For each lesson, I made sure the students were given enough
time to work slowly and not feel rushed. I also wanted to make sure
the directions were not overwhelming, but humorous as well so that I
can relate to the students as much as possible. In order to save
class time and commotion, I made sure to set up the supplies each
day, according to how far the students left the previous lesson.
Throughout the lessons, I made sure to get enough feedback to not
only use during the next lesson, but for further lessons with the
class and with future students. I also asked the students how they
felt about the project as well as their own opinion on the time,
which was positive feedback to use for future lessons, such as using