Standards/Quality Indicators/Skills

Missouri and national standards, quality indicators, and skills addressed by this lesson
Make connections 6-12 Correlation Reading Literary 3B
Determine the relevant connections between: Text to text (text ideas, including similarities and differences
regarding information and relationships in fiction and nonfiction) and text to world (text ideas regarding
experiences in the world)

Learning Objectives/Goals and Duration

The lessons objectives and learning outcomes appropriate for meeting curricular and student
needs; What will the students be able to know/do by the end of the lesson? Include the duration
(number of minutes) you estimate the lesson will take.

The purpose of this lesson is to get students to start understanding how to make connections with their
previous experiences. It is important to note that this is the students first real lesson with making
connections to their background knowledge so the teacher will be modeling for the students. The learner
will be able to understand how to connect their previous knowledge to a certain type of book. The student
will be introduced to a KWL chart by observing how the teacher uses the chart while reading. At the end of
this unit the students will have had experience with using a KWL. This activity will take about 40 minutes to
complete.

Resources and Materials

List of materials used in the planning of and during the instruction of the lesson
-A copy of Grace For President
- 23 KWL chart
-smartboard
-22 IPads (optional)

1
 Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning
For this activity, the teacher will be using the smart board while modeling how to use a KWL chart so all
the students will be able to see. When the students are given the opportunity to make their own
connection to Grace For President, they will be able to use their IPads if they want to jot down their own
connections on the notes app.

Instructional Input
What knowledge is required for you to impart to students in order for them to achieve the
objective or purpose?
In order for the students to achieve the purpose of this lesson, I will need to demonstrate how I make
connections with the book and how I use the KWL chart to note down my connections. For example, for
the K of the chart, I will model the connections I have to book. I would began with talking about how one
time someone used to tell me I could not be a part of their soccer team, just like someone told Grace she
mostly wont become president because she a female This will help the students understand what
connections are and how to take note of them. I will continue with this process throughout the entire book
to model what is expected of the students. By modeling, the students will have the opportunity to visually
see what they need to do.

This create a positive experience while discussing a harsh topic as well.

Checking for Understanding

How will you monitor students learning? If you are using questioning, provide examples of
questions you will use. (TWO WAYS)
Once I am done with modeling how to make connections and how to use a KWL chart, I will read the book
again for the students but this time they will be making connections to their own experiences by filling a
KWL chart. This way I can monitor if the activity was helpful for the students and help students who might
still be confused.
While I am reading the first time, I will have the students give a thumbs up when they notice I have made a
connection with the book. This seems simple but it will really allow me to visually see which students are
understanding the purpose of the activity.

2
 Guided and Independent Practice
If relevant, what activities will the students engage in under close teacher monitoring and
direction? What activities will the students engage in without teacher supervision?
I will be modeling how to make connections; this will mean the students will be engaging under close
teacher monitoring. Each student will have the opportunity to make their own connections & bring in their
previous knowledge but they will still be working in a close net area while I am reading the book for the
second time.

Closure
How will you bring the lesson to close? Are there key points of learning you need to review,
clarify, or check? Closure may not be synonymous to an ending point of learning.
Once the reading is done for the second time, I will give the students the opportunity to express the
connections that they have made in each column of the KWL chart. While they are doing this, I will make
sure to praise each students connection no matter how much content is in it because the students are still
making connections.