Lesson: Connections (Text to Text)

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Lesson Objective

SWBAT generate connections between personal knowledge/experience and text

Lesson Plan

 

TEACHER VERSION

 

& Reading Mini-Lesson #26

Good Readers Make Text to Text Connections

NOTES: Here are some ideas to keep in mind when implementing this lesson.

q  Start creating chart that lists types of ideas that good readers have. Add T-T - Text to Text - This reminds me of ... This helps me understand the text because...

OBJECTIVES: By the end of today, here's what students will be able to do.

Generate connections to text based on personal experience and/or outside knowledge (text to text)

HOT-ness: At the end of today, here's what you will be able to answer.

How can books talk to each other?

ASSESSMENT: At the end of today, here's how students will show mastery.

 

Best Friends

Lillie Belle Draper was my best friend. We played together every chance we got. When Mama would send me to the store or to the post office, I'd go out of my way to go past Lillie's house, and I'd stand at her gate and call, "Hey Lil-lie!" and she'd answer, "Hey Les-sie!" She'd come out to the gate and we'd talk and talk until I knew I had better get going.

 

Lillie's married sister, Isabel, lived next door to me, and when Lillie would come in the summer to spend the day with her, I'd go over, and we'd sit on the bottom step of Isabel's front porch with our bare feet on the ground. We'd draw pictures in the dirt while we talked and rub them out with our hands. Or we'd rake the cool, damp dirt on top of our feet and pack it down tight, then slide our feet out, leaving a little cave we called a frog house. And all the time, we'd just be talking.

 

Objective #26 CONNECTIONS

1.      Directions: Fill in chart below using "Best Friends" text above.

 

A.)  Copy text below:

Make a text to text connection:

Points

                                  She wiggled her ears--first her right one, then her left--stuck out her tongue, and turned Joe into an apple. Then she turned John into an apple for letting Joe cheat.

 

3 pts - This reminds me of fairy tales I've read where witches turn people into frogs.

This helps me understand the text because I understand that this is made up story like a fairy tale where magical things can happen.

 

2 pts - This reminds me of fairy tales I've read where witches turn people into frogs. This helps me understand the text because I understand it is a fairy tale.

(...3...2...1...0)

 

100% - Exceeds

85% - Meets

70% - Approaching

55% - Beginning

Makes exceptionally well-explained connection to text. Connections demonstrate deep understanding of text.

Makes appropriate connection to text. Connections demonstrate understanding of text.

Attempts connection to text but connection is shallow and only demonstrates superficial understanding of text.

Makes unclear or inappropriate connection to text.

 

 

 

Objective #26: _____% Mastery

 

KEY IDEAS: What are the three or four main points students need to walk away with?

 

1.      Text to text connection: Good readers connect things in other books they have already read to what they are reading now.

2.      To generate a text-to-world connection while reading ask:

a.       What does this remind me of from another book I have read?

                                                              i.      HINT: Think about how the characters and events are similar!

b.      What does this connection help me understand about the text?

MODIFICATIONS:

Sentence stems

HOOK: Here is a way to get students' attention.

How can books talk to each other?

CONNECTION: Today's skill is connected to what we've been learning and is important to know.

Yesterday, we made text to world connections. Today, we are going to stretch our ability to connect a text to other texts!

DIRECT INSTRUCTION: Here are the step-by-step directions for what good readers do.

1.      Text to text connection: Good readers connect things in other books they have already read to what they are reading now.

2.      To generate a text-to-world connection while reading ask:

a.       What does this remind me of from another book I have read?

                                                               i.      HINT: Think about how the characters and events are similar!

b.      What does this connection help me understand about the text?

TEACHER MODELING: Here's a specific example of what good readers do.

Think aloud through key points to make connection. Highlight the sentence structure of these connections "in the book ___" and "___ probably feels ____ like ____." Emphasize the difference between text to world and text to text.

 

Directions: Write your own text to text connection from Soup below.

 

Dear Mrs. Peck,

 

Your son Robert made a rude remark to Miss Boland, our school nurse. Perhaps it was not intended to be as coarse as it sounded. Miss Boland thinks that you (his mother) should be informed of this. I quite agree.

 

Miss Kelly

 

 

A.)  Copy text below:

Make a text to world connection:

Your son Robert made a rude remark to Miss Boland, our school nurse.

This reminds me of__ when Andrew got in trouble for day dreaming in Miss Kelly's class in the book Freckle Juice._______________________________.

 

This helps me understand the text because __Robert probably feels embarrassed just like Andrew did. ______

 

GUIDED PRACTICE: Now let's try an example together.

Have students think pair share and then write down their connection. Monitor work. Correct and clarify as necessary. Ask 2-3 students to share. Post exemplary responses. Next, ask students to think about what that helps them understand about the text. Monitor work. Correct and clarify as necessary. Ask 2-3 students to share. Post exemplary responses.

 

Directions: Write your own text to self connection from Soup below.

 

    My feet were stuck to the ground like I was standing in twin buckets of mortar. I couldn't run. Not even when a lady ran out of the side door of the church and pointed up at us. Even though she was far below, it felt like her finger took a stab right into my chest. It was a pain, just like when you get stuck with the tip of a sword.

   To make matters worse, it was Mrs. Stetson.

 

A.)  Copy text below:

Make a text to text connection:

 

This reminds me of ________________________________________________

___________________________________________________________________.

 

This helps me understand the text because _________________

_________________________________________________________

 

 

 

INDEPENDENT PRACTICE: Now try an example on your own.

Directions: Write your own text to self connection from Soup below.

 

      But there was another kid who lived near us who was the meanest, bloodthirstiest redskin that ever held anybody captive. And her name was Janice Riker. She was the biggest and strongest and meanest kid that the world ever knew. She had a mop of thick, wiry black hair and beady black eyes. She had the body of a hunchbacked, bowlegged ape and the brain power of a fully ripened bean.

 

A.)  Copy text below:

Make a text to text connection:

 

This reminds me of ________________________________________________

___________________________________________________________________.

 

This helps me understand the text because _________________

_________________________________________________________

 

READ ALOUD: I will model this strategy and others we've learned. You will apply the strategies during think, pair, and share.

Now let's practice using our read aloud text. During read aloud, think aloud about text to text connections you have while reading Soup.

LINK: Here's how you will apply the strategy during independent reading.

From now on, you will be able to connect to everything you read!

INDEPENDENT READING: Now you will apply this strategy to a book on your level.

During independent reading time, allow students to check out library books if needed. Use this time to conference with students. If you notice multiple students struggling with the same thing, consider interjecting a Mid-Workshop Interruption to correct the misunderstanding for the whole class. Use the Habits of Independent Reading tracking sheet to grade their behavior.

SHARE: How did you apply the strategy to your own reading? Was it easy or difficult? Why?

How did we become better readers today?

CLOSING: From now on, here's how you will apply this skill when you read.

How can books talk to each other?

 

 

 

STUDENT VERSION

 

& Reading Mini-Lesson #26

Good Readers Make Text to Text Connections

OBJECTIVES:

Generate connections to text based on personal experience and outside knowledge

HOT-ness:

How can books talk to each other?

CONNECTION: Today's skill is connected to what we've been learning and is important to know.

Yesterday, we made text to world connections. Today, we are going to stretch our ability to connect a text to the other texts we have read!

DIRECT INSTRUCTION: Here are the step-by-step directions for what good readers do.

1.      Text to text connection: Good readers connect things in other books they have already read to what they are reading now.

2.      To generate a text-to-world connection while reading ask:

a.       What does this remind me of from another book I have read?

                                                               i.      HINT: Think about how the characters and events are similar!

b.     

What are some OTHER BOOKS that reading can remind you of?

What does this connection help me understand about the text?

 

 

 

 

TEACHER MODELING: Here's a specific example of what good readers do.

Directions: Write your own text to text connection from Soup below.

 

Dear Mrs. Peck,

 

Your son Robert made a rude remark to Miss Boland, our school nurse. Perhaps it was not intended to be as coarse as it sounded. Miss Boland thinks that you (his mother) should be informed of this. I quite agree.

 

Miss Kelly

  

A.)  Copy text below:

Make a text to world connection:

Your son Robert made a rude remark to Miss Boland, our school nurse.

This reminds me of__ when Andrew got in trouble for day dreaming in Miss Kelly's class in the book Freckle Juice._______________________________.

 

This helps me understand the text because __Robert probably feels embarrassed just like Andrew did. ______

 

GUIDED PRACTICE: Now let's try an example together.

Directions: Write your own text to self connection from Soup below.

 

    My feet were stuck to the ground like I was standing in twin buckets of mortar. I couldn't run. Not even when a lady ran out of the side door of the church and pointed up at us. Even though she was far below, it felt like her finger took a stab right into my chest. It was a pain, just like when you get stuck with the tip of a sword.

   To make matters worse, it was Mrs. Stetson.

 

A.)  Copy text below:

Make a text to text connection:

 

This reminds me of ________________________________________________

___________________________________________________________________.

 

This helps me understand the text because _________________

_________________________________________________________

 

INDEPENDENT PRACTICE: Now try an example on your own.

Directions: Write your own text to self connection from Soup below.

 

      But there was another kid who lived near us who was the meanest, bloodthirstiest redskin that ever held anybody captive. And her name was Janice Riker. She was the biggest and strongest and meanest kid that the world ever knew. She had a mop of thick, wiry black hair and beady black eyes. She had the body of a hunchbacked, bowlegged ape and the brain power of a fully ripened bean.

 

A.)  Copy text below:

Make a text to text connection:

 

This reminds me of ________________________________________________

___________________________________________________________________.

 

This helps me understand the text because _________________

_________________________________________________________

 

LINK: Here's how you will apply the strategy during independent reading.

From now on, you can connect other books you've read to what you are currently reading. The more you read the more connections you can make!

 

 

________________________                                                                                    ________________________

________________________                                                                                    ________________________

Objective #26 CONNECTIONS

Best Friends

Lillie Belle Draper was my best friend. We played together every chance we got. When Mama would send me to the store or to the post office, I'd go out of my way to go past Lillie's house, and I'd stand at her gate and call, "Hey Lil-lie!" and she'd answer, "Hey Les-sie!" She'd come out to the gate and we'd talk and talk until I knew I had better get going.

 

Lillie's married sister, Isabel, lived next door to me, and when Lillie would come in the summer to spend the day with her, I'd go over, and we'd sit on the bottom step of Isabel's front porch with our bare feet on the ground. We'd draw pictures in the dirt while we talked and rub them out with our hands. Or we'd rake the cool, damp dirt on top of our feet and pack it down tight, then slide our feet out, leaving a little cave we called a frog house. And all the time, we'd just be talking.

 

1.      Directions: Fill in chart below using "Best Friends" text above.

 

A. Copy text below:

Make a text to text connection:

 

This reminds me of ________________________________________________

___________________________________________________________________.

 

This helps me understand the text because _________________

_________________________________________________________

 

 

 

 

100% - Exceeds

85% - Meets

70% - Approaching

55% - Beginning

Makes exceptionally well-explained connection to text. Connections demonstrate deep understanding of text.

Makes appropriate connection to text. Connections demonstrate understanding of text.

Attempts connection to text but connection is shallow and only demonstrates superficial understanding of text.

Makes unclear or inappropriate connection to text.

 

 

 

 

Objective #26: _____% Mastery

Anything else you want me to know? J

 

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