Lesson: Text to Self Connection: Sad

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Lesson Objective

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.

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 make a text to self connection with the way the character feels (sad) in a given text.

 

EXIT SLIP / Assessment of FIRM MASTERY of the Aims:

 

Completed Text to Self Graphic Organizer

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

Intro: 2 min

I: 8 min

We: 10 min

You: 5 min

 

 

MATERIALS:

 

I/We: Little Smudge

You: Knuffle Bunny

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)

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, 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.

 

Key Vocabulary 0-5 minutes, interwoven

 

 

 

 

 

 

 

 

 

 

 

 

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.

 

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)

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)

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.

 

 

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.

 

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)    

Lesson Reflection

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.

 

 

               

Lesson Resources

T2S connection Sad LP 10   Lesson Plan
509
Text to Self Connection Organizer   Classwork
531

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