Lesson: Text to Self Connection: Excited
Lesson Objective
Lesson Plan
*Lesson plan 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 (excited) 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: It’s Actually My Party You: Splat the Cat |
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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 how to make 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 It’s Actually My Party. · TW think aloud a text to self connection between her life and Lola in It’s Actually My Party. |
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 It’s Actually My Party, Lola feels excited because her brother Charlie is having a birthday party. I feel excited when I get to visit my parents.
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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) SW TPS and explain to their partner what they will be working on at desks. |
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6) Independent (or pair / small group) Practice (“You”): 15-25 minutes · SW identify the emotion of Splat at the end of the book. (excited) · 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 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 Splat’s feelings (excited.) |
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Lesson Reflection |
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What went well?
Scholars were successful because they spent the previous day making a text-to-self connection. |
What would you change?
Make sure scholars are focused on the specific feeling of excitement. It’s important that scholars have practice making specific text-to-self connections. |
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 Splat is feeling.
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Lesson Resources
Text to Self connection Excited LP 11 Lesson Plan |
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Text to Self Connection Organizer Classwork |
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