Lesson: Define a Text to Self Connection

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Lesson Objective

AIMS for the class (on the board before class starts): SWBAT define what a text to self connection is. SWBAT explain why we make text-to-self connections.

Lesson Plan

* Lesson plan also uploaded here as a .doc

Achievement First Lesson Planning Template (2-pager)          

                                                                                                                                   

Teacher:  Strattner

Date:  

Subject: Reading Comp

Class:  Louisville

AIMS for the class (on the board before class starts):

 

SWBAT define what a text to self connection is.

SWBAT explain why we make text-to-self connections.

 

EXIT SLIP / Assessment of FIRM MASTERY of the Aims:

 

Verbal Response/Checklist: SW tell T what a text to self connection is: A text to self connection is when you find something in the book that reminds you of something in your life. We make text to self connections because it helps us to better understand the book and the characters.

 

AGENDA with times for each item (on board before class starts):

 

Intro: 2 min

I: 8 min

We: 10 min

You: 5 min

 

MATERIALS:

1) Quick Questions / Do Now (Cumulative Review and Geared for Quick Success) 3-5 minutes 

1)  Who can remind the class about what we worked on last week? ( We talked about character feelings)

2)     

2) Students go over the AIMS and AGENDA for the class (on the board) 30 seconds to 1 minute

3) Mini-Lesson / Modeling (“I” or “I/We”) 5-15 minutes

 

  • Scholars, today we are going to be working on text to self connections. A text to self connection is when something in the book reminds you of something in your own life.
  • Rationale: It’s important to make connections with the books that we read because it helps us to understand the book more. The more we can understand how the character is feeling/why they are acting a certain way the more we can understand the story.
  • TW begin reading Alexander and the Wind Up Mouse.
  • TW make T2S connections with the book Alexander and the Wind-Up Mouse. TW model identifying the feeling of jealously and making a connection with the way the character of Alexander feels.

 

 

Key Vocabulary 0-5 minutes, interwoven

 

 

 

 

 

 

 

 

 

 

 

 

4) Guided Practice (“We”) 5-20 minutes

 

  • TW ask Ss what she just did.
  • SW raise hands to provide answer: Miss Strattner, you just made a text to self connection. A text to self connection is when you find something in the book that reminds you of something in your own life.
  • TW model completing the text to self worksheet.
  • TW walk through each part of the worksheet and ask Ss to explain the rationale etc.
  • SW TPS about what a text to self connection is.

Key questions to check for understanding during GP: (Level 1 and Level 2)

 

 

 

 

 

 

 

 

 

 

5) Way to Check for Understanding before Independent Practice 1-3 minutes (proceed only if class masters)

Why do we make text to self connections? ( We make text to self connections so that we can better understand the book)

6) Independent (or pair / small group) Practice (“You”):

15-25 minutes

  • TW circulate to Ss and ask them to explain what a text to self connection is and why we make them.

 

 

7) Cumulative Review

 

T should ask Ss to tell you why they make text to self connections.

8) Homework

 

Photocopy a page or two from a book that depicts a character feeling. Have scholars write what the character feeling is and how they know.

 

9) Exit Slip / Final Assessment of FIRM MASTERY of the Aim:  1-5 minutes

SW explain a text-to-self connection.    

Lesson Reflection

What went well?

 

Scholars were successful because they spent the entire lesson just explaining and identifying what a text-to-self connection is. They didn’t have to worry about making them, just in knowing exactly what they were. 

What would you change?

 

Depending upon where your class is maybe take more or less time to model text-to-self connections- make sure they are good ones regarding the way the character feels/things the character does (i.e. NOT superficial connections)

What needs explanation?

 

Why do we make them? Make sure scholars realize that the best part about reading is being able to connect to characters in the books we read.

 

 

               

Lesson Resources

Explain a Text to Self LP 9   Lesson Plan
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