Domain:
Social-Emotional Growth
Competency:
Understand and manage emotions
🎂
4-6 year olds
⏰
25 to 30 minutes min
Rate this lesson!
Learning Objective
Students will explore their imagination by creating an art piece that expresses a feeling they have felt, discussing how it connects to Max's emotions in the story.
Learning Resource Synopsis
In 'Where the Wild Things Are' by Maurice Sendak, young Max, dressed in his wolf suit, is sent to his room for misbehavior. In his room, Max's imagination takes him on an extraordinary journey to a mysterious land inhabited by the Wild Things, creatures who are both fearsome and endearing. Max becomes the king of the Wild Things, enjoying the freedom and power that come with his new role. However, he soon grows lonely and longs for the warmth and love of home. Max decides to return home, where he finds his supper waiting for him, still warm, symbolizing the enduring love of his family.
Extended Learning Resources
| Resource & Author | Publication Info | Description |
|---|---|---|
| Harold and the Purple Crayon | HarperCollins, written by Crockett Johnson | This classic tale encourages children to explore their imagination as Harold uses his crayon to create a world of his own, echoing Max's imaginative journey. |
| The Color Monster: A Pop-Up Book of Feelings | Little, Brown Books for Young Readers, written by Anna Llenas | This engaging pop-up book helps young children understand and articulate their emotions, similar to how Max explores his feelings in 'Where the Wild Things Are'. |
| National Geographic Kids Look and Learn: Feelings | National Geographic Kids | This educational book uses vivid photographs and simple text to help children identify and understand different emotions, fostering empathy and growth. |
Vocabulary List
| Word | Definition | Example |
|---|---|---|
| Wild | When something is wild, it is like a jungle or untamed. | The animals in the story are wild and like to play. |
| Feel | To feel is to know how you are inside, like happy or sad. | Max felt happy when he was king, but later he felt lonely. |
| Home | Home is where you live with your family and feel safe. | Max wanted to go back home after playing with the Wild Things. |
| King | A king is a person who is in charge and makes the rules. | Max became the king of the Wild Things and told them what to do. |
| Art | Art is when you make something with colors or shapes. | We made art to show how we feel, just like Max's adventure. |
Prompt
Essential Question: "How can we use our imagination to show a feeling, and how does it make us feel closer to others?"
Today, we're going to explore how our imagination can help us express feelings and understand others better. Let's think about how we can use our minds to imagine different emotions and how it feels to share them with friends and family.
Anticipatory Set
- Start by asking the children to close their eyes and think of a time when they felt really happy or excited. Encourage them to imagine what that feeling looks like as a color or shape.
- Once they've pictured their feeling, show them a set of colorful scarves or pieces of fabric, and invite them to choose one that matches their imagined feeling.
- Gather in a circle and, one by one, invite each child to share their chosen color or shape, explaining why it represents their feeling. Encourage gentle responses and connections to others' experiences.
Teacher Tips
- Model the activity first by sharing your own feeling as a color or shape to set a welcoming tone.
- Encourage all contributions and emphasize that there are no right or wrong answers, fostering a safe environment for sharing.
- Use gentle, guiding questions to help children articulate their thoughts, such as 'What makes you choose that color?' or 'How does this shape make you feel?'.
Learn
Today, we're going to dive into 'Where the Wild Things Are' by Maurice Sendak. It's a story about a boy named Max who goes on an incredible adventure using his imagination. Let's find out how Max feels on his journey and what he learns about family and home.
Interactive Engagement
- What do you notice about Max's room when he starts to imagine? How does it change?
- Look at the Wild Things. What do you think makes them wild? Can you make a face like a Wild Thing?
- Max is feeling like the king of the Wild Things. How do you think it feels to be a king? Have you ever felt powerful?
- Why do you think Max decides to go home? What might he be missing?
- Let's look at the last picture. How does Max's supper being warm make you think about his family?
Teacher Tips
- Use different voices and facial expressions for the Wild Things to capture their playful and wild nature.
- Pause occasionally to let students look closely at the illustrations, and encourage them to share what they see.
- Model thinking aloud by wondering about Max's feelings and choices, inviting children to share their own ideas.
Ask
Let's take a moment to think about the journey Max went on and how he used his imagination. How can our own imagination help us understand our feelings and those of others?
Discussion Questions
- Think about a time when you felt lonely like Max did. What did you imagine or do to feel better?
- Max had fun being with the Wild Things, but he also felt lonely. How do you think using your imagination can help you feel closer to your family and friends?
- If you could create a world with your imagination, what would it look like and who would be there with you?
Teacher Tips
- Encourage children to share their feelings and experiences by using examples from their own lives, gently guiding them to make connections to the story.
- Use visual aids or props to help children express their thoughts and feelings, such as drawing tools or puppets, to make the discussion more engaging.
- Be attentive to each child's response, validating their feelings and encouraging empathy by asking follow-up questions like, 'How do you think Max felt when he was lonely?' to deepen understanding.
Navigate
Wild Thing Emotions: Mask Making & Story Circle
In this creative arts activity, children will explore their emotions by designing a 'Wild Thing' mask, reflecting the imaginative and journey of Max from 'Where the Wild Things Are.' Children will express a personal feeling through mask design, then share stories about their emotions, connecting to themes of imagination, loneliness, and family love.
| Materials |
|
| Planning |
|
| Implementation |
|
Teacher Tips
- Encourage children to use a variety of colors and textures to express their emotions.
- Help children articulate their feelings by asking guiding questions during the story sharing circle.
- Create a supportive environment where each child feels comfortable sharing.
Share
Let's gather together and think about all the wonderful things we explored today with Max and the Wild Things. Remember how Max used his imagination to feel different emotions and discover something important about himself?
Reflection Questions
- Can you share a part of your art piece and tell us what feeling you imagined and how it connects to Max's adventure?
- What was something new you discovered about your imagination today? How did it make you feel?
- How do you think using your imagination can help you when you feel lonely or miss someone, just like Max did?
Teacher Tips
- Encourage students to express their insights using their art pieces as visual aids, supporting their verbal reflections.
- Use affirming language to acknowledge each child's contribution, reinforcing their creativity and growth.
- Invite students to listen and connect by finding similarities in each other's experiences, fostering a sense of community and shared understanding.
UDL Strategies
Representation
- Use a storybook or visual slideshow featuring Max's journey and various emotions he experiences, making connections to emotions children might feel.
- Incorporate simple audio recordings or music clips that convey different emotions, and discuss how these sounds relate to the emotions presented in the story.
- Provide tactile materials such as textured paper, fabric, or even feathers for the mask-making process. Encourage children to choose materials that feel like their emotion (e.G., soft for calm, rough for anger). Utilize guided questions to help children explore emotions, like 'What shape makes you think of excitement?' or 'What texture feels like sadness to you?'.
Action & Expression
- Provide multiple options for children to demonstrate their understanding: they can describe their mask and emotion verbally, draw a picture, or act out the emotion in a mini-play.
- Encourage artistic expression with a variety of art mediums like markers, glitter, or stickers, allowing children to express their emotions in a way that feels natural to them.
- Facilitate a group reflection session where children discuss their masks and emotions. Use visual aids like emotion faces or charts to help those who might struggle with verbal expression.
Engagement
- Begin with an interactive emotion charades game where children can act out emotions, engaging them in physical movement and helping them recognize and express feelings.
- Allow children to choose their favorite art supplies and colors for their masks, fostering a personal connection and sense of ownership over their creative work.
- Incorporate storytelling breaks where children can share short stories about a time they felt a specific emotion, helping them relate the activity to personal experiences and maintaining interest.
Assessment Criteria
Formative Assessment
- Observe the children as they work on their masks, noting their engagement with materials and expressions. Look for their ability to articulate why they chose specific colors, shapes, or patterns to represent their emotion, and ask questions like 'Can you tell me about the emotion you chose for your mask?' or 'What shapes did you use to show that feeling?'.
- Engage children in discussions about their emotions during the mask-making process, listening for their ability to connect emotions to actions and behaviors. Ask questions such as 'When you felt [emotion], what did you want to do?' and 'How do you think Max felt when he became a 'Wild Thing'?' to prompt deeper thinking and connections.
Summative Assessment
- Conduct a story-sharing circle where children present their masks and explain the emotion it represents. Look for their ability to connect this emotion to a personal experience or a moment from Max's journey in the story. Encourage participation with prompts like 'Tell us about a time you felt like your mask.'.
- Ask students to create a drawing or short story about an action they might take when feeling the emotion on their mask. Assess their understanding of how emotions influence actions and their ability to relate this to their mask design. Provide support with templates or guided questions for students needing more structure.
×