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D A I L Y D O UB L E P L A N

Name: Stephanie Hanson Overview


Unpacked Benchmark, CDAS, CRS, or IL State Standards. 2.4.06 Compare stories to other stories (Text to World Connection)

Subject/Time: Reading

Date: 10/31/12

Key Lesson Elements What is the Teacher Doing? What are the Students Doing?
Do Now (3-5 minutes):

State Lesson Objective & Lesson Agenda SWBAT Compare stories to events, themes, trends, or realities in the world Agenda: Review Strategy Reading Mini-lesson Guided Practice Independent Practice I Do Input (1-2 Key teaching points): Check for Understanding: Transition students to the rug. Review the idea that good readers connect the text they read to things in the world around them. Remind students that this might including connecting to something theyve seen or heard on the radio/TV, something theyve read in a news article, or something they know from real life. While youre reading, if you are unable to think of a connection to the real world, then you can ask yourself questions to help you make a text-to-world connection. Introduce questions that readers can use to help them make text-to-text connections: What does this remind me of in the real world? How are the events the same or different as something I read about in a news article (Scholastic)? How are events in this book similar or different as events in the real world? Have I heard something like this on the radio or the news? Begin reading, I Hate English, p. 1-6. Model for the students how they can ask questions to help them make a connection to another text they have read. Use the question: what does this remind me of in the real world? In I Hate English, Mei Mei has just moved to New York and hate English. In school she can understand English but cannot speak it. She likes to speak Chinese. This reminds me of something from real life. When I was teaching in Madison, WI I had students from Mexico and Thailand that spoke different languages at home. Learning to speak English in school must have been difficult for them. In the United States, there are Students will sit in position A on rug and track the teacher.

D A I L Y D O UB L E P L A N

many children who speak different languages at home and must learn to speak English when they start school.

Objective(s) SWBAT: Compare stories to events, themes, trends, or realities in the world.

We Do Guided Practice: Check for Understanding: Continue reading I Hate English p. 7. Ask students if what happens to Mei Mei reminds them of anything from the real world. Some students might offer a connection such as attending an after school program where students can get help with their homework. If no students volunteer a similar connection, share this world connection. There are many different types of after school centers where student can get help with their homework (YMCA, Boys and Girls Club) Tell students that they will have an opportunity to make a text-to-text connection while independent reading. Transition students to their seats. Students will transition at level 0 and sit in position A at their desks. Students will track the text and the teachers voice while she reads.

Allow students the opportunity to think of similar context in the real world.

Vocabulary words/Key Concepts: Text-to-World Connections

You Do Independent Practice: Check for Understanding: Students will read independently and record one textto-world connection while reading. Teacher will pull individual students to work on sight word vocabulary while students read independently. Teacher will pick a stick after 25 minutes of independent reading and have one students share out their text-to-world connection. Exit Ticket (aligned to lesson objective) or assessment: Independent practice graphic organizers will be collected as a formative assessment. One student will share their text-to-world connection from independent reading while other students track the speaker. Students will read independently and record one text-to-world connection while reading.

Modifications/ Accommodations The teacher will seat specific students on the front of the rug to maximize attention and participation. The teacher will read aloud the mentor text during guided and independent practice so that all students have access and the focus can be on making connections. Materials & Technology Graphic Organizers Mentor Text

Students will pass their independent practice sheets to the table manager when directed.

Closing/Preview for next lesson: The teacher will tell the students that tomorrow they will continue to practice this strategy in order to make meaningful connections with books.

Homework: N/A

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