ED 345 Calvin College Lesson Planning Form

Teacher:
Lauren Newhuis
Worried: Make connections

Date: 10/13/15

Subject/ Topic/ Theme: Wemberly

I. Objectives
What is the main focus of this lesson?
Wemberly worried making connections with the text (with self, with text, and with world)
How does this lesson tie in to a unit plan? (If applicable.)
This is a continuation of the Kevin Hankes Unit
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
- Students will be able to make helpful connections with the text
- SWBAT Sort their connection in text-to-self, text-to-text, or text-to-world
- SWBAT Use information gained from the illustrations and words in a text to demonstrate
understanding (RL.2.7)
- SWBAT work toward comprehending literature (RL.2.10)
- SWBAT follow agreed-upon rules for discussion (2.SL.1a)
- Tell a story or recount an experience with appropriate facts and relevant, descriptive details,
speaking audibly in coherent sentences (SL.2.4)
- Provide complete sentences when appropriate to task and situation in order to provide requested
detail or clarification (SL.2.6)
II. Before you start
Prerequisite knowledge
and skills.

Students have read stories by this author previously

Students should have had some work on making connections in 1st grade.

Assessment
(formative and
summative)

Answers
What students write
How students sort
Universal Design for Learning Networks/Domains (see UDL Guidelines)
STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction

RECOGNITION
Multiple Means of Representation
Options for Perception
Pictures, listening, reading

Students coming up closer if they

cannot see the board

Options for Language/Symbols

Options for Expression

Connections world, text, and self

Drawing or writing answers

Options for Comprehension

Options for Executive Function

The entire lesson is activating background

knowledge

Students reflect on their own

connections, sorting their
connection

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?

Sticky notes
Making connections poster
A good reader poster
Markers
Pencils
Book Wemberly Worried

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
Connecting the story to their own
lives
Options for Sustaining Effort &
Persistence
Helping students sort who need it
(by asking for their examples)
Options for Self Regulation
Sharing our connections

Do you need to set up

your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)
Developm
ent

Desks in normal way

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Students at carpet
Show the students the cover of the book Wemberly Worried and allow time for the
students to make predictions.
Review the first two good reading strategies on the anchor chart and explain that
it is also important for readers to make connections while reading. Making
connections helps us relate to the story and make meaning.
Students at carpet still
There are three different types of connections that we can make with a story
- Show students 3 column paper (text-to-text, text-to-self, and text-world)
Discuss what these mean:
- Text-to-self: Willy Wonka reminds me of eating candy at my grandpas house
- Text-to-text: This character has the same problem that I read in a story or
this story has pictures like another story I read.
- Text-to-world: Text to world are connections not with yourself, not with
another book, but with the world around you. It may be something about the
school, it may be something that happened in the world, it may be
something that happened in a neighborhood.
What makes a connection meaningful? Take students thoughts
- It helps me understand how the character is feeling
- It helps me understand the setting
- It helps me feel like Im in the story.
- It does not distract me or make me forget what Im reading.
- It adds to my thinking!
While you listen to the story Wemberly Worried, I have a job for you. I want you to
be trying to make connections with the story. This may be a time when you felt like
Wemberly. It may remind you of something else you read in another book. Or it may
remind you of something you know about the world!
Read the story to the students. Be reminding them to think of a connection
After story, have them turn and talk about what connection they made with the
story.
I will give each of you a post-it note. While I read the story Wemberly Worried, I want
you to practice making connections. Your connection can be anything (text-text,
text-self, text-world). You can draw or write your connection. But if you draw, I will
ask you to explain it.
Answer any questions on this activity
As students return to their seats, give each a sticky note.

After reading the book, have a few students share their connections after each
student shares ask the class to tell if it is text to self, text, or world. (ask the
students to share theirs who may have trouble sorting their connection)
Tell students that on the back of their sticky note you would like them to write where
their connection would fit (either self, world, or text).
Tell students that you want them to put them in the right column on the board
Closure

Text to self

Text to text Text to world

Share a few of the connections.

Your reflection on the lesson including ideas for improvement for next time:
To help students remember the three types of connections, I taught them motions as well.
This proved to be helpful on the final assessment.