ETC > NSA Home > Language Arts 3-5 > Monster Voices After reading Where the Wild Things Are by Maurice Sendak, students will use technology to incorporate the author's style into their own writing. Objectives The students will be able to look at an authors craft and incorporate the authors techniques into their own writing. Students will be able to use technology for writing, communicating, and creating final products by recording the stories they write, and manipulating their voices in GarageBand. Procedure The teacher will read aloud Where the Wild Things Are by Maurice Sendak. The teacher will read aloud Where the Wild Things Are by Maurice Sendak a second time, asking students to listen and watch carefully for descriptive words, phrases, and pictures. The teacher will lead a discussion about descriptive words (emphasizing monster descriptions) while the students begin listing descriptions they heard and saw in the book. The teacher will then lead a discussion on point of view. Whose point of view is the story written in? How do you think the other characters (Maxs mom, the monsters) are viewing the story? The teacher will introduce the writing project as rewriting Where the Wild Things Are from a monsters point of view. The teacher will provide clear expectations for each paragraph of the story so that students will know what they need to do to succeed in the assignment. The first paragraph will be a detailed description of the monster. The second will introduce the way the monster feels when he/she first sees Max arrive in the island. The third, how the monster begins loving Max. The fourth, how the monster tries to convince Max to stay on the island. The fifth paragraph will describe a new child coming to the island. This child is the author, so the student will describe him/herself and how the monster reacts to this new child. After the introduction, students will begin planning their writing, by writing a sloppy copy that outlines their story. When they are ready to write their final copy, students will type their stories into Microsoft Word. As students are typing their final copies, they will take turns recording one of their paragraphs into GarageBand. Before recording, they will choose a voice modification so that they will sound like monsters while reading their paragraphs. The students will listen to one anothers stories from their GarageBand recordings. Sunshine State Standards LA.B.1.2 LA.B.2.2 LA.B.2.2 LA.C.3.2 LA.D.2.2 LA.E.2.2 VA.A.1.2 NETS Profiles for Technology Literate Students Students demonstrate a sound understanding of the nature and operation of technology systems. Students are proficient in the use of technology. Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. Materials Where the Wild Things Are by Maurice Sendak Computer USB Microphone (or microphone built into computer) Microsoft Word GarageBand Return to top of page Return to lesson plans menu

ETC > NSA Home > Language Arts 3-5 > Monster Voices: After reading Where the Wild Things Are by Maurice Sendak, students will use technology to incorporate the author's style into their own writing.

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