Grade: 3 Subject/Unit: ELA/Connections

Teacher: Miss Seppala Lesson: Text to Self

Desired Results (what will students learn?)

Learning
GLO 2.2: discuss, represent or write about ideas in oral, print and other media texts, and relate them to own
Outcome(s) ideas and experiences and to other texts
Students will be able to:
Lesson
1. Connect their own experiences to the text.
Objective(s) 2. Write about the text to self-connection.

Assessment Evidence (how will you determine student learning?)

Summative Formative  Observations
 N/A for this lesson
Assessment Assessment  White boards

Learning Experiences/Opportunities (what will students do to learn it?)

 White boards
Ed Resources
 N/A for this lesson  Dry erase markers
Tech to Prepare  Dr. Seuss book
Time Allotment Content/Description Notes
Introduction/Attention Grabber:
Specific steps to promote relevance with students
 Since you guys are doing Dr. Seuss’s the Grinch Stole Christmas for your
Christmas Concert, Mrs. Sayer has asked the teachers if we could read you
some Dr. Seuss books to get you prepared for your show!
Assessment of Prior Knowledge
 We have already done an activity with Mrs.Molsberry that was similar to
this, where you each read a guided reading book and made text to self-
connections.
8:45am Overview/Expectations/Objectives Resources needed: white boards
3 minutes  Today I will be reading aloud a Dr. Seuss book, while I am reading you guys and markers.
will be thinking and writing about connections of text to self.
 What does this text remind you about from your own experiences?
 This is our second time making connections of text to self. We are going to
do it again tomorrow. Tomorrows connection of text to self will be assessed.
Transition
 Hand out white boards and makers.
 Use transition/cue, “To show me you are ready to listen and learn place your
hands on your shoulders.”
 Do not read-aloud until class is settled.
Activity #1: Read-aloud Dr. Seuss Book
Teacher Prompts/Cues/Explanations
Remind students to write down connections of text to self as I am reading.
Give an example right away, could be based on the cover or the first page of GLO 2.2: discuss, represent or
reading and write it on the white board. write about ideas in oral, print
Can be jot notes or point form on the white boards. and other media texts, and relate
them to own ideas and
Read-aloud Dr. Seuss book.
8:48am experiences and to other texts
Scan the class for behavior issues as reading, address them as they come up.
10 minutes
Student Actions Resources needed: Dr. Seuss
 Using a white board write any connection to self and text during read-aloud. book, white boards, dry erase
Guiding/Prompting Questions markers.
 Make sure you are writing connections of text to self as I am reading aloud.
Check for Understanding/Performance Indicators
 Students are using the white boards to write down connections.
Transition Cues
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ED3501 – Section AB (Fall, 2018)
 Grade: 3 Subject/Unit: ELA/Connections
Teacher: Miss Seppala Lesson: Text to Self

 We are now going to transfer our jot notes into sentences in our red journal.
 Have helper and distributer hand out red journals.
Activity #2: White board to Red Journal
Teacher Prompts/Cues/Explanations
 Provide sentence starters such as “This reminds me of….” Or “I think about
…”
Have students use sentence starters to make their connections of text to self
into full sentences.
Scan the classroom at all times, ensuring that you can see all students at
once. GLO 2.2: discuss, represent or
Students are to be working at their table groups for this activity. write about ideas in oral, print
Attend to Zoey, Liberty, Dreyden and Mason by writing in their red journal and other media texts, and relate
the sentence starter for them to fill in their connection. them to own ideas and
8:58am Continuously tell students how much time they have, use timer if needed. experiences and to other texts
12 minutes Inform them that they will be coming to the carpet to share their
connections. Resources needed: Dr. Seuss
Student Actions book, white boards, dry erase
 Writing full sentence connections into red journal. markers, red journals, pencils.
Guiding/Prompting Questions
 What did this story remind you of?
 Can you think of an experience you had that was similar to one in the story?
Performance Indicators
 Students are on task.
 Students are writing their connections into their red journal.
Transition Cues
 Let’s go to the carpet and share our connections!
Activity #3: Sharing Time
Teacher Prompts/Cues/Explanations
Return students to the carpet to share connections.
Have a few students share their connections of text to self.
Student Actions
 Return to carpet. GLO 2.2: discuss, represent or
 Share and listen to connections of text to self. write about ideas in oral, print
and other media texts, and relate
Guiding/Prompting Questions
them to own ideas and
9:10am  Who wants to share a connection they made of text to self?
experiences and to other texts
5 minutes Performance Indicators
 Students are actively listening to their classmates. Resources needed: Dr. Seuss
 Students are sharing their connections. book, red journals.
Lesson Closure
 Clean up supplies: red journals away, white boards and markers away.
 Tomorrow we are going to do this activity one more time. I am going to
read-aloud a different Dr. Seuss book and you guys are going to write your
connections of text to self. This activity will be assessed!

Modification for Riley and Zain:

 These students will be coming into the lesson half way in, as they will be at the Spark
Program.
Lesson
 Have Riley read a guided reading book to self, after he has read the book, have him verbally
Rationale
tell you ONE connection of text to self that he made.
 Have Zain read the Dr. Seuss book to self, he can have a white board and be writing down his
connections of text to self as he reads.

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ED3501 – Section AB (Fall, 2018)
Grade: 3 Subject/Unit: ELA/Connections
Teacher: Miss Seppala Lesson: Text to Self

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ED3501 – Section AB (Fall, 2018)