1. 1. Question:
• What factors of
Maurice Sendak’s life
influenced him to
make the choices he
did in creating his
illustrations for his
books?
http://www.waltdisney.org/sendak
Last Updated: 12/12/13 Created by: Christine Hoffman 1

2. • Introduction:
• The information located in
these resources provides
biographical information
about Maurice Sendak.
• Websites:
The Walt Disney Family Museum
http://www.waltdisney.org/sendak
PBS
http://www.pbs.org/wnet/americanmasters/epis
odes/maurice-sendak/about-maurice-
sendak/701/
• Databases:
PebbleGo
http://www.pebblego.com/content/biogra
phies/pgo_player.php
World Book Kids
http://www.worldbookonline.com/kids/arti
cle?id=ar831950&st=maurice+sendak
Sirs Discoverer
http://discoverer.prod.sirs.com/discoweb
/disco/do/article?urn=urn%3Asirs%3AU
S%3BARTICLE%3BART%3B00000313
49
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

3. • Step 1: In pairs, complete
the Author Biography
graphic organizer below:
(common-core-biography-
research-graphic-
organizer.docx)
• Step 2: Identify where you
received your information
using this document:
(Citing your sources.docx)
http://blogs.artinfo.com/artintheair/2013/02/27/maurice-
sendak-gets-a-posthumous-museum-retrospective/
Last Updated: 12/12/13 Created by: Christine Hoffman 3

4. • Step 1: Each student
will create a “wild thing”
using New York Zoos
and Aquarium website:
http://www.buildyourwildself.com
• Step 2: Students will
write a story using their
“wild thing” as a main
character.
• 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.
• RUBRIC:
Maurice Sendakrubric.docx
http://www.muddyingthewaters.com/2012/05/11/where-the-wild-things-are-a-legacy/
Last Updated: 12/12/13 Created by: Christine Hoffman 4

5. • Sites:
1. “Maurice Sendak on
Being a Kid” (PBS Digital
Studio)
http://www.youtube.com/wa
tch?v=KvtgqJTVVhE
2. In the Night Kitchen by
Maurice Sendak
audiobook:
http://www.youtube.com/wa
tch?v=fzzdx54evWc
3. Maurice Sendak
Collection at The
Rosenbach Museum:
http://www.rosenbach.org/
learn/collections/maurice-
sendak-collection
4. Maurice Sendak
Quotes:
http://www.goodreads.co
m/author/quotes/4489.Ma
urice_Sendak
• Use this website to pull quotes
from and show to students.
Last Updated: 12/12/13 Created by: Christine Hoffman 5

6. Link: http://www.corestandards.org/the-standards
• 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.
• Writing
• 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
• Language
• an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable
pace.
• 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

7. Link: http://www.ala.org/aasl/standards-guidelines/learning-standards
• 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
meaning.
• 1.1.8 Demonstrate mastery of technology tools for accessing information and
pursuing inquiry.
• 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
knowledge.
• 2.2.4 Demonstrate personal productivity by completing products to express
learning
• 3.1.1 Conclude an inquiry- based research process by sharing new
understandings and
• 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
previous reading.
• 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

8. • Maryland Technology Literacy Standards for students:
• Link where standards can be found:
http://mdk12.org/instruction/curriculum/technology_education/
• 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