Take Me Out to the Yakyu

Text- to- World Connections

Marlee Caldwell Third Grade Class periods required: 3
Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson

Common Core State Standards

o Speaking and Listening Standard. Grade 3. Comprehension and
Collaboration.2. Determine the main ideas and supporting details of a text
read aloud.
o Speaking and Listening Standard. Grade 3. Presentation of Knowledge and
Ideas. 4. Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace.
Missouri Learning Standards
o Writing. Grade 3. 1.D. With assistance from adults/ peers use a variety of
conventional tools and technology to produce and publish writing as well as
to interact and collaborate with others
ISTE Standards. 6a. Students choose the appropriate platform and tools for meeting
the desired objective of their creation or communication.
Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting curricular and student needs

Students will be able to

Determine the main ideas and make connections from the text to the world around
in which they live.
Recount an experience with facts and relevant details.
Construct a piece of published writing by using conventional tools and technology.
Assessment (type(s) of assessment used throughout the lesson)
Assessment(s) before, during, and after the lesson

Before the lesson begins the students will be assessed observational assessment. Now
students will be sharing with a partner and the teacher will be observing and taking notes
on the ideas and misconceptions that students have about text to world connections.
During the lesson students will be formally assessed on their writing that they are working
on. After the lesson the teacher will evaluate and assess the students by using summative
assessment which will be based on the students research and final draft of their writing.
Lesson Structure and Procedures
Sequence of events of the lesson elements. (The before, during, and after the lesson, e.g.
Engagement/Opening, Procedures, Guided Practice, Conclusion

1. Students will need to come to the carpet for a read aloud.

2. As a whole group we will review the topic of reading comprehension strategies that
have been covered and taught prior to this lesson and how they are used for
applying their schema to the text.
3. The teacher will then introduce the idea of text to world connections while reading.
Students will then pair and share with their partner to decide what it means to
make a text to world connection.
4. Class will come back as a whole group and share ideas the pairs have as to what it
means to make text to world connections.
5. The teacher will be recording different ideas on the board as the students are
sharing. Once all ideas have been discussed the whole class will come to an
agreeance as to what it means to make a text to world connection.
6. This explanation/ definition will be recorded by the teacher on an anchor chart to
display in the classroom.
7. The teacher will the read aloud the story Take Me Out to the Yakyu by Aaron
Meshon. Students be informed to be thinking about text to world connection they
might have to the story during the read aloud. Students will be encourage to think of
others experiences and the way this story made them experience what others have
and do.
8. Once the story is read aloud students will be asked to complete the double entry
journal which one side of the t chart will state the idea from the text and on the
other the students reaction/ connection to the story. Students will complete this
task at their desk.
9. Once the students have completed their journal they will pick one idea from the text
and research for more information on the topic. The research will be minimal and
students should use Safe Search Kids by google to begin their research.
10. The students will be asked to find three to four facts about their idea.
11. Once the research has been completed students will be asked to complete two
paragraphs explaining their idea from the text and their connection by using google
docs. The students will be presented with a cue card to begin the first sentence of
their writing with.
12. Once the students complete their two paragraphs they will share with the teacher
through google drive.
13. The teacher will then evaluate each students skills in writing, text to world
connections, as well as research skills.
Instructional Strategies Teacher approach to helping students achieve the learning objectives and
meet their needs

I will use a guided read aloud to model clear communication through reading. By allowing
students to opportunity to share and collaborate with their peers will make them more
engaged in the learning and formation of the definition for the classroom about text to
world connections. Allowing students to only use Safe Search Kids will also eliminate the
ads and inappropriate links that students may stumble upon while researching.
Learning Activities Opportunities provided for students to develop knowledge and skills of
the learning objective
Students will be actively engaged in their use of schema to make a text to world connection
to the story by forming the definition the class will follow, getting choice in picking
research, and using technology. Students who have a strong interest in a topic will be able
to incorporate their interest through this lesson.
Resources and Materials List of materials used in the planning of and during the
instruction of the lesson
One class copy of Take Me Out to the Yakyu by Aaron Meshon
iPad
Safe Search Kid
Google Documents
School wide email
Journal

Cue Cards

Technology Instructional and/or assistive technology incorporated into the lesson to enhance
instruction and student learning
Students will complete research on their iPads by using Safe Search Kids. They will then
also complete their writing using google docs and share by email with their teacher.
Differentiated/Accommodations/Modifications/Increase in Rigor To help meet the needs
of all learners, learning differences, cultural and language differences, etc.

Students who may have less fine motor abilities will be provided with a stylus to assist
them in their research. Students will also can listen to the story again on their iPad if they
need. Text to speech can also be utilized for students to use while researching.
Classroom Management Strategies consistent with the learning needs of the lesson that also meet
student behavior needs to help keep students on task and actively engaged

During the read aloud the students will be asked to leave their technology at their desk so
their full attention is on the teacher model. The teacher will be able to see what screen on
the iPad the student is using to ensure that the student is on task with the lesson. The
students will be informed prior to the reading what they should be looking for during the
read aloud. Students will also get choice in what they research which will peak interest.
Extensions Activities for early finishers that extend students understanding of and thinking about
the learning objectives by applying their new knowledge in a different way

A student who would like to extend their thinking about the learning objective for this
lesson can make their writing longer and more detailed about one topic by researching
deeper or making their connection more detailed. Students may also choose to write about
another topic that they connected with in their journal and complete writing and research
on that topic.
Follow-up to Todays Lesson Quick activity for review or building on todays learning that will
deepen student understanding and interconnect concepts (may be incorporated tomorrow or
throughout the unit

Following todays lesson is complete I will evaluate the students google documents as well
as journals and address any misconceptions with text to world connections that I might
find within the students work. I will then hold a discussion based on the results of my
findings. If there are only a few students I will address the issue with those students
individually, if it is a common misconception I will readdress the idea of making
connections from the text to their world.
Special Circumstances/Focus for Observation/Additional Information Any special
circumstances of which the observer should be awareAny area or lesson component that may not have
been covered by this format that you think is vital to include in this lesson

All strategies of comprehension were not discussed in this lesson but it is essential to know
that these strategies cannot be taught in isolation. Visualization, questioning, inferring,
determining importance, and synthesizing all work with schema and make comprehension
more relatable for students.