Title of Lesson s14

Title of Lesson: Making Connections with First Day Jitters

Topic: Making text-to-self, text-to-text and text-to-world connections.

Grade(s): 1-3

Time Period: 40-45 minutes

Objective(s): This lesson is designed to introduce students to the readings strategy making connections. Using evidence from the e-book, First Day Jitters by Julie Danneberg and their background knowledge, students will find the main idea to help them to relate to the text for a deeper understanding of the text and the author’s message. This lesson can also act as a review of the three types of connections that good readers make.

Tell the students: “Good readers make connections between the text they are reading and themselves (text- to-self), another text they have read (text-to-text), and the world (text-to-world). Making connections with the texts we are reading helps us to better relate to and understand a text and the author’s message.”

Materials and Resources Needed: - e-book First Day Jitters by Julie Danneberg - computer/laptop and screen - Making Connections Information Sheet (one per student) - Making Connections Graphic Organizer (one per student) - Making Connections Peer-assessment Sheet (one per student) - enlarged version of Making Connections Graphic Organizer - markers - pencil (one per student) - eraser (one per student)

Type of Assessment: ● Diagnostic ● Formative ○ Summative

Possible Strategies and Tools to Assess Students: ● Student work Samples ● Teacher notes ● Oral Statement ○ One-to-one Interview ● Peer-assessment ○ Checklist ● Self-assessment ○ Rubric ● Observation ● Other

Procedure of the Lesson:

Part 1 1. Mini discussion: Show the students the cover of the e-book First Day Jitters by Julie Danneberg. Ask them to take a moment and think to themselves about one specific thing/event of which the title and/or picture reminds them. After a moment has passed, ask the students to share their ideas with the student sitting next to them. Once students have had a chance to share, ask them to come back to the large group and ask for students who would like to share their ideas to raise their hand.

2. Highlight student responses that make vivid connections (i.e. “_____ (student’s name) made a great text- to-text connection because s/he ______”). Acknowledge how students frame their ideas. When students have had a chance to share, tell them that they have all made a connection to this e-book in some way.

3. Tell the students that good readers draw on their prior knowledge (schema) and past experiences to make connections with a text. Making connections helps us to understand what we are reading and to engage on a deeper level with the text.

4. Explain to the students the three different types of connections that good readers make: text-to-self, text-to-text, and text-to-world. Provide definitions and examples. At this time, you may also wish to have the students volunteer their ideas as to what each type of connection refers to. Record ideas on chart paper.

5. Share the objective of the lesson with the students.

Part 2 1. Play the e-book, First Day Jitters by Julie Danneberg once through without stopping.

2. Play the e-book a second time, pausing to model making connections. Tell the students to keep a mental note of the connections that come to mind while they view the e-book for the second time. When you pause the e-book, model how to make text-to-self, text-to-text, and text-to-world connections for the students.

3. Record your connections on the enlarged version of the Making Connections Graphic Organizer.

4. Ask students to look at your ideas. Encourage them to share any thoughts, questions, concerns, or confusions. Ask the students to identify how each type of connection satisfies the criteria for that type of connection.

Part 3 1. Distribute the Making Connections Graphic Organizer for the students to complete.

2. Have the students complete the Making Connections Graphic Organizer independently.

3. When students have completed the graphic organizer, have them exchange theirs with a peer. Have them read over their peers’ graphic organizer and then have them peer-assess their partner’s graphic organizer using the Making Connections Peer-assessment Sheet.

Extension and Practice: Students can practice making connections with a text they are currently reading independently. You may wish to provide them with another copy of the Making Connections Graphic Organizer, or they can record their ideas in their reading notebooks. Closure: 1. Once all students have completed the graphic organizer, have the students sit in a circle.

2. Create a sentence starter, such as “Good readers make connections with what they are reading because”, and go around the circle so each student has a chance to complete the sentence.

3. Collect the Making Connections Graphic Organizer and the Making Connections Peer-assessment Sheet from the students. Name: ______Date: ______

Making Connections Information Sheet

Good readers make text-to-self, text-to-text, and text-to-world connections using information provided within a text and their schema (background knowledge) for a deeper understanding of a text.

Text-to-Self: Refers to the types of connections that good readers make between a text they are currently reading and their personal experiences.

Text-to-Text: Refers to the types of connections that good readers make between a text they are currently reading and a text they have already read.

Text-to-World: Refers to connections that good readers make between a text they are currently reading and events that have occurred in the world (past and present).

Sample sentence prompts for making connections:

This part reminds me of… I can relate to the part when…because… This part makes me think of a time when... Something similar happened to me when… This character reminds me of... This book relates to…

Name: ______Date: ______

Making Connections Graphic Organizer

Text-to-Self … (How does this text or a character in the text relate to you? Are their any similarities and/or differences between you and this character? How does the character deal with a problem? How would you deal with the same problem?)

Text-to-Text … (How does this text or a character in the text relate to another text that you have read in the past? Are their any similarities and/or differences between the characters, events, situations, etc?)

Text-to-World … (How does this text or a character in the text relate to our world? Are their any similarities and/or differences between an event and/or issue that happened in the text and something that has happened or is currently happening in our world today?) My name is ______and I peer-assessed ______.

Making Connections Peer-assessment

In the space provided, please complete each sentence prompt.

Something I really liked about the connections you made was… ______

You have demonstrated that you understand what it means to make connections because … ______

From reading your connections I now have a clearer understanding of …. ______

A suggestion for improvement would be… ______