Lesson: Text to Self Connection: Sad
Lesson Objective
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 |
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AIMS for the class (on the board before class starts):
SWBAT make a text to self connection with the way the character feels (sad) in a given text.
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EXIT SLIP / Assessment of FIRM MASTERY of the Aims:
Completed Text to Self Graphic Organizer |
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AGENDA with times for each item (on board before class starts): Intro: 2 min I: 8 min We: 10 min You: 5 min
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MATERIALS:
I/We: Little Smudge You: Knuffle Bunny |
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1) Quick Questions / Do Now (Cumulative Review and Geared for Quick Success) 3-5 minutes 1) Turn to your neighbor and remind them what a text to self connection is. ( A self connection is when you find something in the text that reminds you of your own life) |
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2) Students go over the AIMS and AGENDA for the class (on the board) 30 seconds to 1 minute |
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3) Mini-Lesson / Modeling (“I” or “I/We”) 5-15 minutes
· Scholars, yesterday we learned all about text-to-self connections. Remember, a text-to-self connection is when you find something in the book that reminds you of something in your own life. · SW TPS about why we make text-to-self connections. · TW select 1-2 scholars to share out ( We make text-to- self connections to better understand the book we are reading.) · TW talk through the emotion in Little Smudge. · TW think aloud a connection between her life and Little Smudge.
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Key Vocabulary 0-5 minutes, interwoven
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4) Guided Practice (“We”) 5-20 minutes
· TW ask Ss to help her fill in the graphic organizer. · SW TPS about the text-to-self connection T made. · TW ask 1-2 Ss to share out. · TW fill in the graphic organizer. · TW highlight drawing a picture of the character feeling in one box and your own feeling in the other box. · TW explain that you must write the connection on the lines below: In Little Smudge, Little feels sad when the shapes make fun of him. I felt sad when students in my class made fun of me when I was little.
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Key questions to check for understanding during GP: (Level 1 and Level 2)
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5) Way to Check for Understanding before Independent Practice 1-3 minutes (proceed only if class masters) Feign Ignorance: A text-to-self connection is when you compare two books right? ( SW vote no! and explain why: a text-to-self connection is when you compare the book to something in your own life) |
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6) Independent (or pair / small group) Practice (“You”): 15-25 minutes · SW identify the emotion of Trixie when she first realizes she lost Knuffle Bunny (sad) · SW return to their desks and complete the T2S G.O. · TW circulate for existence and to check Ss work.
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7) Cumulative Review
T should ask Ss to make T2S connections. |
8) Homework
Have scholars make a T2S connection with a book that they are reading at home.
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9) Exit Slip / Final Assessment of FIRM MASTERY of the Aim: 1-5 minutes SW make a T2S connection with Trixie’s feeling in KB (sad) |
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Lesson Reflection |
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What went well?
Scholars were successful because they spent the previous day explaining what a text to self connection is. Additionally, they have all had experiences of losing something so no one had an opt-out option (i.e. “This has never happened to me etc.”) |
What would you change?
Model a T2S if they don’t understand- it’s okay for them to copy you at beginning until they really understand a T2S. |
What needs explanation?
Make sure scholars make connections that are substantial and about the feelings- i.e. not about physical traits etc. If they give you a superficial connection, guide them to think about the way Trixie is feeling.
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Lesson Resources
T2S connection Sad LP 10 Lesson Plan |
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Text to Self Connection Organizer Classwork |
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