Your Name: Danielle Craft
Grade Level: 4th
Date lesson was taught: 4/13/11
Number of Students: 2
1) Rationale (What evidence do you have that your focus students need to learn this skill/strategy?):
· In my placement much of what the students read is informational texts and even though they have questions and worksheets to do that go along with these texts I sometimes feel as if they don’t understand how much this information really connects to their own lives. By having them practice making connects with a more fun genre they will become better at making these crucial connections.
2) List which reading skill/strategy is the main focus of your lesson (select ONE area):
· Connecting
3) Objective for this lesson (performance, condition, criteria):
· While reading Voices in the Park by Anthony Browne students will work as a group to make text-to-self, text-to-text, and text-to-world connections by making a chart with three separate columns.
4) Materials & supplies needed:
· Voices in the Park by Anthony Browne
· Poster paper
5) OUTLINE OF LESSON PLAN (Provide a bulleted list of ideas):
• Introduction to the lesson (2 minutes)
· Before the lesson the teacher should make the connections chart by sectioning off a piece of poster paper into three columns. At the top of the first column write “text-to-self”, at the top of the second write “text-to-text”, and on the top of the third “text-to-world”.
· “While reading this book we are going to be making three different types of connections. The first is text-to-self connections; these are connections between things that are happening in the story to things in your own life. The second is text-to-text connections which is connecting this book to other books that you have read. The third is text-to-world connections; these are connections between the story and things that are currently or have previously happened in the world. We are going to work as a group so we are able to build off of each others ideas to make the best connections that we can”
• OUTLINE of key events during the lesson (15 minutes)
· Start reading Voices in the Park. During this time the students should sit quietly and listen.
· Teacher should stop after each “voice” to discuss and fill out the connections chart. Students should contribute ideas for each of the three connection columns. If the students are having trouble the teacher can scaffold them. During this time it is okay to go back through the book to find more ideas.
• Closing summary for the lesson (7 minutes)
· After the whole story has been read and all of the students connections have been added to the chart the teacher should ask the students to look back at the chart and think deeper about he connections that were made. The teacher should ask the following questions, “Why do you think it is important for us to make connections while reading? After making these connections do you feel as if you have a better understanding of the story? What things did these connections help you understand better during the story?”
6) Ongoing-Assessment:
· I will know the students are progressing toward my objective by listening to the types of connections they are making while reading the story. Also, I will listen to our closing discussion to see what further ideas the students were able to come up with. Right after the lesson I will be sure to jot down which students made what comments so I know where each of their thinking was at.
7) Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson?
· By stopping to discuss throughout the story I will be making sure that the students are staying focused on the story. Also, this will help students who have a hard time retaining a lot of information at once.
· Throughout the lesson I will be sure to keep reminding the students what each of the connections mean. That way they will be able to correctly understand what they are suppose to be looking for in the story.
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