Making Connections Lesson Plan Focus: Text-to-Self Grade 9 Learning Objectives: Students will identify the root word

rd in connections and create their own meaning Text-to-Self Connections; students will make connections that resonate with their lives and draw them closer to what they are reading.

Standards
R1.1.9.A: Apply appropriate comprehension strategies to interpret and evaluate an authors implied or stated purpose using grade level text R 1.1.9.B: Use context clues, knowledge of root words, and word origins as well as reference sources to decode and understand new words.

Materials - Everythings Gonna Be Alright by Bob Marley song lyrics o video or audio version of song o electronic document o handouts for students - eBeam (smartboard capability tool) or smartboard - pencils and highlighters - Making Connections graphic organizer - Exit Slip handouts

Anticipatory Set What is the root word in connections? Teacher waits for student responses. Awesome job in finding the root word! Now, tell me what the root word means. Teacher will wait for various responses from students writing their thoughts on the whiteboard. Ok, now that we have a solid definition of the word connect, I want to talk to you about how we can connect to the books we are reading. When we are reading an authors story and thoughts it is sometimes hard for us to link ourselves to the text. Making connections is

a comprehension reading strategy that readers use to better understand a text. Today we will be working specifically with making connections between ourselves and a text. Activity Introduction: Today we will be learning about the making connections strategy. Making connections requires the reader to think about their own life experiences while reading a text. For example, if a character is grieving the loss of a family member the reader might think about a time when they lost someone who was close to them and reflect on how he or she felt during that time. This creates a feeling of empathy for the reader to the character. Today we are going to use the making connections strategy by looking at our favorite songs. We will start by working together and using one of my favorite songs, Everythings Gonna Be Alright by Bob Marley. Teacher may play the audio or video version for students to listen to before reading through the song lyrics, especially if students have not heard the song before. Modeling: After handing out the song lyrics to students the teacher will begin talking about his or her own connections to the song. Im going to read through the first two stanzas in the song and while Im reading I will stop and share with you my links/connections. Using a smartboard or eBeam technology tool the teacher will a document projected and will model highlighting lines or words in the song along with writing their connections on the margin of the document. Rise up this mornin', Smiled with the risin' sun, this particular line reminds me of the start of a new
day. When I wake up in the morning I usually want to go back to bed, but this line reminds me to live each day to the fullest. "Don't worry about a thing, Cause every little thing gonna be all right.

This next line makes me think about how I worry about things going bad. I have a tendency to be worried about many things throughout the day but this line reminds me that in the end everything will be ok. Overall, this song connects me to how I want to live my life. It reminds me that its alright to be carefree every once and a while. Guided Practice: Using the same song, Everythings Gonna Be Alright, have students think about what the song means to them. Specifically ask students to choose a line that make them think about an

experience theyve had or even an emotion. Provide some time for students to read through the song lyrics and have thinking time. Has everyone found a line that they made a connection to? Have students share their responses with a partner first, then ask for student responses and follow up with questions appropriate to student responses to extend their thinking or help solidify their connections. You all did a wonderful job in making connections to a song that most likely isnt your favorite! What I want you to think about now is the process that you used to make your connections. What did you think about? Was there a specific word that sparked a connection to the song? Listen to student responses and record on the whiteboard. Independent Practice: Now its your turn to use your favorite song or one that has meaning or value to you. We will use the same process in looking for lines or words that stand out to us in the song in aiding in our connection making. Give students time to locate their favorite song lyrics, using a computer. You will use a highlighter to identify lines or words in the song that have meaning or links to you. In the margin write your thinking about your connection next to the highlighted line or word. Provide time for students to work through their lyrics and think about their connections. During this time the teacher should move throughout the classroom and check in with students. Differentiation: As the teacher circulates the teacher may aid students who are struggling by asking questions to help them to start or clarify their thinking. For enrichment, the teacher will give a graphic organizer to students to cite text evidence from their song, describe their connection, and provide an explanation of their connection. Closure: The teacher will close class with a discussion regarding the how in making connections, discussing the importance of finding ways to link their own feelings and life experiences to texts that they read. The teacher will hand out an exit slip to students to write down what they remember from the lesson. This will serve as review for students, but also a form of assessment for the teacher.

Assessment: Formative: The teacher will observe student understanding and thinking throughout the lesson. Are students making surface connections or more in-depth connections? Summative : The teacher will assess student responses during the closing discussion and will also evaluate student exit slips.

Worksheet: Intro to Making Connections Practice Song

Name: __________________________

Everythings Gonna Be Alright by Bob Marley

"Don't worry about a thing, 'Cause every little thing gonna be all right. Singin': "Don't worry about a thing, 'Cause every little thing gonna be all right!" Rise up this mornin', Smiled with the risin' sun, Three little birds Perch by my doorstep Singin' sweet songs Of melodies pure and true, Sayin', ("This is my message to you-ou-ou:") Singin': "Don't worry 'bout a thing, 'Cause every little thing gonna be all right." Singin': "Don't worry (don't worry) 'bout a thing, 'Cause every little thing gonna be all right!" Rise up this mornin', Smiled with the risin' sun, Three little birds Perch by my doorstep Singin' sweet songs Of melodies pure and true, Sayin', "This is my message to you-ou-ou:" Singin': "Don't worry about a thing, worry about a thing, oh! Every little thing gonna be all right. Don't worry!" Singin': "Don't worry about a thing" - I won't worry! "'Cause every little thing gonna be all right." Singin': "Don't worry about a thing, 'Cause every little thing gonna be all right" - I won't worry! Singin': "Don't worry about a thing, 'Cause every little thing gonna be all right." Singin': "Don't worry about a thing, oh no! 'Cause every little thing gonna be all right!

Making Connections: Graphic Organizer Text Evidence My Connection

Name: ___________________

Explanation of Connection