Teacher Education Lesson Plan Template

Teacher: Kelly Smalley Date: September 13, 2017

Title of Lesson: Making Connections When Cooperating Teacher: Beth Kelly

Reading

Core Components
Subject, Content Area, or Topic
Language Arts
Student Population
20 Students

Learning Objectives
TSW demonstrate comprehension of fiction texts by making connections between previous
experiences and reading selections.
Virginia Essential Knowledge and Skills (SOL)
SOL 3.5.2 The student will read and demonstrate comprehension of fictional text and poetry (b)
Make connections between previous experiences and reading selections.
VDOE Technology Standards
C/T 3-5.1 Demonstrate an operational knowledge of various technologies (A) Use various types of
technology devices to perform learning tasks: use keyboard, mouse, touchscreen, touchpad, and
other input devices to interact with a computer; Demonstrate the ability to perform a wide variety of
basic tasks using technology, including saving, editing, printing, viewing, and graphing.
English Language Proficiency Standards (ELPS)
Materials/Resources
Anchor chart (template attached)
Tar Beach (Ringgold, F., 1991) with post-it notes on pages where connections can be made
Popsicle sticks for calling on students
For small groups: leveled books (groups 1 & 2 Kid Power, group 3 Freckle Juice, group 4 Cat and
Rat Fall Out), guided reading plans; chrome books; word studythesaurus, word study notebook
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45% X
Summarizing & Note Taking 34% X
Reinforcing Efforts & Providing Recognition 29% X
Homework & Practice 28% X
Nonlinguistic Representations 27% X
Cooperative Learning 23%
Setting Goals & Providing Feedback 23% X
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95% X
Practice by Doing 75% X
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Discussion 50% X
Demonstration 30% X
Audio Visual 20%
Reading 10% X
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
*Anticipatory Set
5 Read Tar Beach; introduce story using the cover, ask students what genre the book is in.

*State the Objectives (grade-level terms)

<1 Today you will be learning how to make connections, or link what you know, how you feel,
or what youve seen in other places to a book you might be reading.

*Instructional Input or Procedure

10 There are three different connections that you can make when you are reading
Text-to-self: Makes you think about your life; you could say that reminds me of a
time when and say something similar that happened to you, or I understand
how that character felt and tell why
Text-to-text: Makes you think of something in another book you read; you could
say this reminds me of what happened in the book and say why, or the
character in this book is like the character in (another book) because
Text-to-world: Makes you think of something that has or is happening in the world:
you could say that reminds me of something I saw on the news (t.v., internet, in
the newspaper, in a magazine, etc.), or I know about this because
Connections are rich. You might have the same hair color as a character in a
book, but that is not a rich text-to-self connection. Connections that are rich are
detailed.
*Modeling
10 Refer back to Tar Beach. TTW show students post-it notes on different pages and
point out that when reading, you can put post-it-notes in places where you either
find a word you dont understand, find something interesting, or can make a
connection. TTW discuss how the post-it notes in Tar Beach are placed there
when a connection to the story could be made.
Begin with the first post-it note, and discuss the connection to the story: I can
make a text-to-self connection here because this reminds me of how Ive driven
across lots of amazing bridges, and it always made me wonder how they were
built and who built them, and I also understand why Cassie thought the bridge was
the most beautiful bridge in the world, because I have driven across it before, and
it really was beautiful.
Second post-it: I can make a text-to-text connection here because this part
reminds me of the story we have been reading in class, The Man Who Walked
Between the Towers, and I think that Cassies dad must have been just as brave
as Phillipe to be up so high.
Third post-it: I can make a text-to-world connection here because this reminds me
of stories I have heard in the news about how people are treated unfairly because

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 they might have a different skin color or they come from a different place.
*Check for Understanding
10 Use popsicle sticks to call on students; first, give them a moment to think of a story
they have read recently and a connection, whether text-to-self, text-to-text, or text-
to-world, that they can make. Tell them that they cannot use your examples, and
remind them to make the connections rich.
*Guided Practice
5 To be accomplished in guided reading group

*Independent Practice
10 To be accomplished in guided reading group

*During guided reading, other groups will work on 1. word study: look up words in
thesaurus and write synonyms; 2. independent reading; 3. chrome books: core clicks in
clever portal (early finishers)
Assessment
5 To be accomplished during guided reading group
Students will be given a making connections slip to write a) what type of
connection they are making and b) what the connection is
*Closure
10 Students share connections they were able to make while reading

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Leveled texts for guided reading; visuals

Classroom Management Issues (optional)

Make sure students know what they are working on for each block of time (one rotation will have to
be accomplished after Art); Make sure students know where to find materials they may need
(thesaurus, word study words & journal, chrome books); remind students how transitions should
take place (on time, quickly and quietly, walking feet, push chairs in)
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015