Making Connections Name: Ashley Cleveland Time Allotted: 40 minutes, 3 days Grade Level: 2 Subject: Language Arts Materials

Required: Books by Kevin Henkes (i.e. Chrysanthemum, Julius, the Baby of the World, Owen, Wemberly Worried, and Chesters Way) Sticky Notes Graphic Organizer Pencil Michigan Content Expectations SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Objective(s): I can make text-to-text connections by comparing two books written by the same author Assessment:

Instructional Procedure: 1. Anticipatory Set: a. Introduce a Kevin Henkes book to students (i.e. Chrysanthemum) b. Introduce the vocabulary word text-to-text 2. State Purpose and Objective of Lesson: a. Tell students they will be need to be paying attention to the main character. b. Tell students you will be reading another book about a mouse character and you will be looking to see if you can make any text-to-text connections between the two books. 3. Instructional Input/Direct Instruction: a. The teacher will define the word text-to-text in student friendly terms. b. Have students fill in their new vocabulary word on the top of their worksheet. c. Students should (2.1) Think-Pair-Share what picture they see when they hear the word text-to-text. d. Have students (1.5) Draw that Word on the worksheet. e. The teacher will read the story to students. f. The students will listen to the story. 4. Modeling: a. Day 1 & 2: i. The teacher will think out loud filling in the main characters name. ii. The teacher will think out loud one thing they know about how the character looks. iii. The teacher will think out loud one thing the character does.

b. Day 3: i. The teacher will think out loud the titles of the books. ii. The teacher will think out loud one feature unique to each book and one similarity and write them on the projected worksheet. 5. Guided Practice: a. Day 1 & 2: i. Split students into small groups. ii. Give each group a copy of the book read that day. iii. Have students fill in their (5.8) Character Charts iv. Instruct students to put their (2.5) Bottoms Up, Heads Together and begin discussing the character chart, using the book as reference. b. Day 3: Split students into small groups. i. Give each group a copy of both books. ii. Instruct students to go through the books as needed and place (3.3) Post-It Response on anything they can make a text-to-text connection with. iii. Instruct students to put their (2.5) Bottoms Up, Heads Together and begin filling in their (4.5) Venn Diagram. 6. Independent Practice: On the back of their paper, instruct students to independently write one text-to-text connection they made between the two books. 7. Differentiated Consideration: (1.5) Draw that Word (2.1) Think-Pair-Share (2.5) Bottoms Up, Heads Together (3.3) Post-It Response (4.5) Venn Diagram (5.8) Character Charts 8. Closure: a. Finish filling in the class Venn Diagram using group responses.

Name: __________________________________ New Vocabulary: __________________________________ Definition:

Drawing the word:

Character 1: __________________________ What do they look like?

Character 2: ___________________________ What do they look like?

How do they act?

How do they act?

Book: ___________ __________________ ___________________ _____________________ _____________________ _____________________ ______________________ _____________________ _____________________ _____________

Book: ___________ ___________________ _____________________ _____________________ ______________________ ______________________ _____________________ _____________________ ___________________

____________________ _______________________ _______________________ _______________________ ______________________ ____________________ _________