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Lesson Plan 2

Topic: Class: Date:


Read Aloud 1st Grade ELA 3/15/2017
Standard:
CCSS.ELA-LITERACY.RI.1.1
Ask and answer questions about key details in a text.
Content Objectives: Language Objectives:
. SW answer questions about text details during a think-pair-share with a
SWBAT make text partner.
to self connections
about a given text SW articulate a text to self connection during a think-pair-share with a
using the stem partner.
my text to self
connection is.. SW articulate and write a text to self connection pertinent to the text
independently with sentence stem My text-to-self connection is
Key Vocabulary: Materials (including supplementary and adapted):
Book Lillys Big Day by Kevin Henkes
Making Connections Metacognition and Cognitive Strategies Posters

Introductory Activity (Explain, convince, demonstrate to students why this material, skill, activity is worth learning. Make a
connection to students experience. Includes building background. Should be only 3-5 minutes)

Friends, today we are going to continue are author study and start a new book by our favorite author Kevin Henkes!
TW display cover of book with large post-it note over everything but the title. TW ask What do you think could be Lillys big day?
Lets make a few predictions.

Call on ELL students who were previewed day before (Explained in differentiation section)
Time: (25 minutes) What steps, procedures, and components of your objectives do you need to identify or
explicitly teach? (analysis)
I DO: Teacher
Modeling 1. Teacher must share definition of text to self connection
(when you read a book and something in that story
WE DO: Opportunity reminds you of something in your own life)
2. Teacher must emphasize that the purpose of a
for students to
connection is to help us understand the story or character
practice/participate
in a deeper way.
with teacher
3. Teacher must explain that while we read Lillys Big Day
students will be thinking about parts of the story that
remind them of their own life. Teacher will prompt
students to pay attention to the setting of the story and
the characters actions/words as potential ideas to make a
text to self connection.
4. Teacher will reinforce nonverbal me too symbol as a
way to make text to self connections throughout the
story. TW also push for scholars to use stem My text to
self connection is.. and this helps me
understand.when sharing with the group
LESSON SEQUENCE/PRACTICE/APPLICATION:
(Meaningful activities, interaction, strategies, practice/application, feedback)

Teacher: After predictions hook, think aloud Hmmm, when I hear the words Big Day I think about my own life and I what I
would call a Big Day in my own life so that I can generate- think of- many ideas for what Lillys big day could be. For example,
I think about the day I graduated from high school or from college. This is an example of a Text-to-Self connection. What kind of
connection?
Student: Text to self!
Teacher: Yes a text to self connection! Text to self connections help us better comprehend-understand- what we read by helping
us understand the story or character in a deeper way. We can pay attention to the setting, the characters actions or
characters words to make a text to self connection. What can we pay attention to?
Students: Characters actions!
Students: Characters words!
Teacher: On-point listening! (Point to anchor chart) Text-to-self connections involve us thinking about our own experiences and
how they might be similar to what happens in our books. Who can read some of the sentence stems that help us make a
connection? Call on students (if any ELLs volunteer call on them so that they can practice articulating loudly and fluently
in front of peers).

Teacher: Alright friends lets get reading and see what Lillys Big Day is all about and what connections we make!

Modeling/Think Aloud:
pg. 1 - When I hear that Lilly wants to be the flower girl in Mr. Slinger and Ms. Shotwell's wedding, I am
reminded of the time I was a flower girl in my cousin's wedding. I was really excited to do that job and
this helps me understand that Lilly is really excited to be a flower girl. However, I also know that usually
flower girls are family members so I wonder if Lilly will actually get to be the flower girl.

- TW prompt scholars to notice how she used what she saw the character saying (I want to be a
flower girl) and connected it to something similar that happened to her in her own life. TW will reinforce
that students' experiences do not have to be exactly the same, but just remind them of something that
has happened to them. Then reflect on how that helps you understand the story.

Stop on pages 7, 9, 11, 14, 21, 25, and 29 and prompt for connections. Use Think-Pair-Shares to have
students share in pairs first. Circulate to different pairs to hear their connections.

Closure before exit ticket:


What is a text to self connection? (share out definition to check for understanding)
Why do we make text to self connections? (TPS, then share out to CFU)

What special challenges will ELL students face with this material? (idiomatic
expressions, cultural expectations, unfamiliar background knowledge)

Differentiation: Preview the partially-covered cover the day before with ELL students in guided
reading group. Allow students to jot down their idea of what the big day could be on an index card
regarding the hook question so that their answers are easily retrievable to share out with the class.

Unfamiliar Background Knowledge: Pull up real-world examples of weddings and flower girls in
actions if any ELL student or any students expresses confusion over the wedding as a momentous
occasion. Some cultures might not view weddings as the big deal that Americans view them so prepare
examples ahead of time to clear up questions/provide a visual image of the event.

Vocabulary to Highlight: Unfortunately, reception, assistant. When reading make sure to pause and
rephrase or define these words so that students understand the content. For assistant, reference the
principals assistant so they have a real life example that an assistant helps another person and
reference the Parent Dessert and Dine as an example of a reception- a place with food and good times.
Name:
_____________________________________________________________
____
Date:
_____________________________________________________________
_____

Making Connections
Write one (1) text-to-self connection you made
during the reading of Lillys Big Day.

My text-to-self connection is

___________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

____