Reading Lesson Plan
DIRECT INSTRUCTION LESSON PLAN Grade Level/Subject: 2nd Grade/Reading Topic: Text-to-self connection
Rationale:
Students need to understand how to make text-to-self connection in order to increase their comprehension skills. Proficiency in this skill makes children more confident readers.
Common Core/Essential Standards Reference:
2.RL.10: By the end of the year, read, and comprehend literature, including stories and poetry.
Behavioral Objective:
Students will strengthen their comprehension skills by making text to self connections. They will be required to make 3 text-to-self connections independently by the end of the lesson.
Prerequisite Knowledge and Skills:
Knowledge: Understanding that authors create characters emotions and feelings through different scenes, actions and pictures. Understanding that authors anthropomorphize animals in stories.
Skills: should be able to identify important parts of a story and important characters, as well as identify their emotions.
Materials/Resources:
Cannon, J. (1993). Stellaluna. San Diego, CA: Harcourt Brace and Company.
Cannon, J. (1997). Verdi. San Diego, CA: Harcourt Brace and Company.
Connections Chart
Content and Strategies Focus/Review:
The teacher will say:
When we read a story we sometimes have trouble understanding what it is that the author is trying to say. What can we do to help us? (Comprehension strategies) We use lots of different strategies depending on what we are reading. These will help us understand what we read and make us better readers.
Objective (as stated for students):
The teacher will say:
Today we are going to make text-to-self connections while we read. First, I will show you how I make text-to-self connection while I read, and then I want you to make those connections on your own. It is important that we learn how to do this because it will help us relate to a book and better understand it.
Teacher Input:
The teacher will say:
I am going to read Verdi today. While I read, I am going to share my text-to-self connections with you. While I am doing that, I want you to think of your own text-to-self connections.
The teacher will read Verdi to the class. While reading, the teacher will share the following text-to-self connections:
Page 1: This reminds me of being a kid and going off to school. I liked being a kid and I never wanted to grow up.
Page 2: This reminds me of trying to talk to adults while they were having a conversation. They didn’t like it much.
Page 3: This reminds me of trying to get my dad to play with me when I was little. Lots of times he was busy or tired.
Page 6: This reminds me of how I feel now when I see kids or teenagers acting crazy.
Page 8: This reminds me of when I had to get my first job and I started to feel like a grown up.
Page 16: This reminds me of my parents taking me to the hospital when I got hurt.
Page 20: This reminds me of how I feel when I am working with kids. They all think Im a boring old guy. They don’t realize that I still watch cartoons and like playing with my friends and dog.
Guided Practice:
The teacher will say:
Now that you have seen me model how I make text to self connections. I want you to share with me your text to self connections that you made while I read Verdi.
The teacher will then have the students share their text to self connections with the class.
Anticipated Responses:
It reminds me of playing with my friends. It reminds me of when I got hurt. It reminds me of seeing a snake.
Independent Practice:
The teacher will hand out a connections chart to each student.
The teacher will say:
Now I am going to read the story, Stellaluna. Now that we know how to make text-to-self connections, I want you to show me 3 connections you make on your own. As I read the story, I want you to write down the connections you make.
After reading the story, the teacher will give the students a few minutes to finish their charts and then take them up.
Closure:
The teacher will say:
Now we know how to make text-to-self connections. I know that I use these all the time to help me better understand a text. I would like you to share with your reading partner some of the connections you made.
(Allow the students’ time to discuss their connections)
Text-to-self connections are something that we will continue to use throughout the rest of our lives.
Evaluation: Full Mastery: Student listed 3-2 text-to-self connections.
Partial Mastery: Student listed 2-1 text-to-self connections.
No Mastery: Student did not list a text-to-self connections
Plans for Individual Differences:
The student with a hearing disability will be assisted with the use of a headset that allows him to hear the lesson.
Materials:
Rationale:
Students need to understand how to make text-to-self connection in order to increase their comprehension skills. Proficiency in this skill makes children more confident readers.
Common Core/Essential Standards Reference:
2.RL.10: By the end of the year, read, and comprehend literature, including stories and poetry.
Behavioral Objective:
Students will strengthen their comprehension skills by making text to self connections. They will be required to make 3 text-to-self connections independently by the end of the lesson.
Prerequisite Knowledge and Skills:
Knowledge: Understanding that authors create characters emotions and feelings through different scenes, actions and pictures. Understanding that authors anthropomorphize animals in stories.
Skills: should be able to identify important parts of a story and important characters, as well as identify their emotions.
Materials/Resources:
Cannon, J. (1993). Stellaluna. San Diego, CA: Harcourt Brace and Company.
Cannon, J. (1997). Verdi. San Diego, CA: Harcourt Brace and Company.
Connections Chart
Content and Strategies Focus/Review:
The teacher will say:
When we read a story we sometimes have trouble understanding what it is that the author is trying to say. What can we do to help us? (Comprehension strategies) We use lots of different strategies depending on what we are reading. These will help us understand what we read and make us better readers.
Objective (as stated for students):
The teacher will say:
Today we are going to make text-to-self connections while we read. First, I will show you how I make text-to-self connection while I read, and then I want you to make those connections on your own. It is important that we learn how to do this because it will help us relate to a book and better understand it.
Teacher Input:
The teacher will say:
I am going to read Verdi today. While I read, I am going to share my text-to-self connections with you. While I am doing that, I want you to think of your own text-to-self connections.
The teacher will read Verdi to the class. While reading, the teacher will share the following text-to-self connections:
Page 1: This reminds me of being a kid and going off to school. I liked being a kid and I never wanted to grow up.
Page 2: This reminds me of trying to talk to adults while they were having a conversation. They didn’t like it much.
Page 3: This reminds me of trying to get my dad to play with me when I was little. Lots of times he was busy or tired.
Page 6: This reminds me of how I feel now when I see kids or teenagers acting crazy.
Page 8: This reminds me of when I had to get my first job and I started to feel like a grown up.
Page 16: This reminds me of my parents taking me to the hospital when I got hurt.
Page 20: This reminds me of how I feel when I am working with kids. They all think Im a boring old guy. They don’t realize that I still watch cartoons and like playing with my friends and dog.
Guided Practice:
The teacher will say:
Now that you have seen me model how I make text to self connections. I want you to share with me your text to self connections that you made while I read Verdi.
The teacher will then have the students share their text to self connections with the class.
Anticipated Responses:
It reminds me of playing with my friends. It reminds me of when I got hurt. It reminds me of seeing a snake.
Independent Practice:
The teacher will hand out a connections chart to each student.
The teacher will say:
Now I am going to read the story, Stellaluna. Now that we know how to make text-to-self connections, I want you to show me 3 connections you make on your own. As I read the story, I want you to write down the connections you make.
After reading the story, the teacher will give the students a few minutes to finish their charts and then take them up.
Closure:
The teacher will say:
Now we know how to make text-to-self connections. I know that I use these all the time to help me better understand a text. I would like you to share with your reading partner some of the connections you made.
(Allow the students’ time to discuss their connections)
Text-to-self connections are something that we will continue to use throughout the rest of our lives.
Evaluation: Full Mastery: Student listed 3-2 text-to-self connections.
Partial Mastery: Student listed 2-1 text-to-self connections.
No Mastery: Student did not list a text-to-self connections
Plans for Individual Differences:
The student with a hearing disability will be assisted with the use of a headset that allows him to hear the lesson.
Materials: