Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Sarah DeGraaf

Date Fall 2017 Subject/ Topic/ Theme Text-to-Text Connections Grade 2nd

I. Objectives
How does this lesson connect to the unit plan?
In this lesson, students will learn how to make text-to-text connections, which is another way of using their schema that leads to comprehension.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Compare and contrast two stories to one another. An
Create a Venn Diagram to identify similarities and differences.
Create text-to-text connections while reading.

C
C

Common Core standards (or GLCEs if not available in Common Core) addressed:
Forest Hills District Standard RL.9 Analyzing and Comparing Multiple Texts: Compare/contrast two or more versions of the
same story
R.CM.02.01: Make text-to-self and text-to-text connections and comparisons by activating prior knowledge, connecting
personal knowledge, experience, and understanding of others to ideas in text through oral and written responses.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to
particular learners write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

I will begin this lesson by asking students if they have ever heard the story of Cinderella. I will
Identify prerequisite
ask students to raise their hands and share whether they have read a Cinderella book, or
knowledge and skills.
watched the movie. This will let me know whether students are familiar with the texts we will be
comparing.
Pre-assessment (for learning): Asking students whether they are familiar with Venn Diagrams and if they can
help explain them to the class.

Formative (for learning): Creating a Venn Diagram as a class.

Outline assessment
activities
Formative (as learning): Writing down their own Venn Diagram as we talk (choice/challenge).
(applicable to this lesson)
Summative (of learning): Evaluating if students can transfer the skills taught into their own writing (by
checking whether or not they write down text-to-text connections as prompted).

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of

What barriers might
this lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for
your students to do this
Representation Action and Expression
Provide options for perception- Provide options for physical
making information perceptible action- increase options for
interaction
turn-and-talk
getting wiggles out to increase
stamina
Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
giving students the choice to write
along with what I write on the
whiteboard,challenging students
to make their own Venn Diagram
as they read
lesson? Provide options for language, Provide options for expression Provide options for sustaining
mathematical expressions, and and communication- increase effort and persistence- optimize
symbols- clarify & connect medium of expression challenge, collaboration, mastery-
language oriented feedback

explain the vocabulary word:

Venn Diagram, to avoid
confusion
Provide options for
comprehension- activate, apply &
highlight
Provide options for executive Provide options for self-
functions- coordinate short & long regulation- expectations, personal
term goals, monitor progress, and skills and strategies, self-
modify strategies assessment & reflection

Copy of The Rough-Faced Girl by Rafe Martin and David Shannon

Materials-what
materials (books,
handouts, etc) do you
need for this lesson and
are they ready to use?
Copy of Cinderella by James Marshall
White board and markers
Hard surfaces, pencils, copies of blank pages where students can draw Venn Diagrams
Collection of various versions of fairy tale books from library and classroom to provide
students with at end of lesson
I can statement written on board:
1. I can connect two texts
2. I can compare and contrast texts to one another
Challenge written on board:
follow along by creating the Venn Diagram on your own paper

The classroom will be set up as usual, students will sit at the front carpet on the floor for this
How will your
lessons. Each child will be reminded to make a good seat choice before we begin the lesson.
classroom be set up for
this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
5 min I will begin by asking students if they have ever Think about whether they have heard of the
Motivation heard the story of Cinderella, and in what story of Cinderella, share when prompted.
(opening/ context. Ask for students to share.
introduction/ Then I will ask students if they have ever heard Think about whether they have heard of people
engagement) how some people remake stories, or tell stories remaking stories, talk with partner about this,
in different ways. I will ask them to turn and talk then share with class when prompted.
with a partner about whether they have ever
heard of this before and in what situation.
Ask for a few volunteers to share.
I will tell students that today we will be look at
two different stories, that are both Cinderella
stories, but are not the exact same story.
I will prepare students for hearing two stories by
telling them that this is a very special day where
we get to read not one but two stories. (Mrs.
Vander Boon and I discussed how her students
are craving to just read and not have all these
thinking interruptions and we agreed that
today the students will be excited about hearing
 two stories read all the way through without
interruption.)

10 We will start by reading the traditional Students will listen to cinderella story.
min Cinderella story.

After reading this story, I will have students Students will get wiggles out, get drink, etc. then
stand up and get their wiggles out and tell them come back to the carpet.
to settle back in and get cozy as we are going to
read another story. Students will listen to story of the Rough-Faced
10 Then we will read the Rough-Faced Girl. Girl.
min
After reading both stories, we will create a Venn
Diagram on the board to compare the two stories
10
to each other.
min Developmen
The board above the Venn Diagram will read, Students will think about Venn Diagrams and
t
Text-to-Text Connection. will volunteer to share their ideas.
(the largest
Next, I will ask students if they know what a
component or
Venn Diagram is and how we would go about
main body of
filling it out. I will ask for volunteers to Students will share parts of the story that can fit
the lesson)
share/help explain the Venn Diagram. into the different sections of the Venn Diagram.
Next, I will ask students for pieces of information
that could go into each box and explain how each
thing that is going into the middle is a connection
between the two texts. Students will choose to listen as we do the
I will provide each student with a hard surface activity as a class or write ideas down. (This is
and a blank page where they can draw a Venn for the students who will get bored just
Diagram, so if they want to follow along by listening, the more advanced students who need
writing themselves they have that option, and if an extra challenge.)
they want to listen as we do it together as a class
they can also choose to do that.

5 min I will end the lesson by explaining to students

that they can make text-to-text connections will
all sorts of different books, and that it doesnt
Closure always have to be two different versions of the
(conclusion, same story! Students will choose whether they want to take
culmination, Then, I will show some of the different stories some of the books brought into the room, or if
wrap-up) that I brought in from the library, and students they want to try to find connections between
will have the option to choose two stories to look two texts they already have, or if they want to
at. choose different books from the room (go book
I will tell students that my goal for them during shopping).
reading time will be to find a text-to-text
connection between two things they read. If they
want a challenge, they can try to make a Venn
Diagram.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for
improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this
lesson, focus on the process of preparing the lesson.)
Overall, todays lesson went great. I had some reservations about how well students would be able to sit through two stories
but they really surprised me today.
After reflecting yesterday with Professor Sjoerdsma, I decided to incorporate more turn-and-talk into todays lesson. I was
doing this in hope that the boys in the class would be more engaged. What was really interesting about this was that after the
boys had talked with one another, they volunteered to share with the class! Reed, Mathew, and Daniel all raised their hands
to volunteer answers. Mrs. Vander Boon said that when Mr. Shaw (Meadow Brooks principal) watched her teach, he aldo
asked her what she was going to do to get the boys in the class more involved. From my experience today, this technique
worked well.
Another thing that went today was asking students to stand and stretch and get wiggles out before sitting down for another
story. I think that I did a good job setting students up for the lesson by telling them that this was so fun that they were going
to listen to two stories, and that this was what they had been asking to do. And like I mentioned, their stamina was better
than I expected it would be.
I asked students after we made a Venn Diagram together if they thought they could do this on their own, and had them rate
themselves. Many of them signaled to me with poor ratings that they did not feel confident that they could do this on their
own, but based on the suggestions they gave me to write on the board, I feel that they were grasping the concept of what we
were doing. I think that more time would be needed to be spent on this topic in order for students to be ready to do this on
their own. It would be fun (and beneficial) to spend more days on this by working with students to make connections
between a book and a poem, or a video and a story, to connect texts to one another but also make connections across media! I
think that there is a lot more that can be done to cement this concept in students minds and get them ready to do this on their
own.
When I gave students a choice to write on their own paper while I wrote on the board, about half of the students said they
wanted a paper. A few changed their mind after we started and decided not to write, which was fine, I just wanted to give
students the option to write so that they could feel ownership for the activity.
Mrs. Vander Boon commented on how excited the students have been to learn in the past week. She said this class has been
surprising her. I feel excited when the students are rushing off to complete the tasks I have prepared for them. Maybe it is
just the topic itself, but I am glad the lessons have been engaging and making students excited to learn.
After today, I also want to reflect on Nathan as a learner. He was having a really rough day. After I released students to pick a
book to read, he sat by the pile of books crying after everyone else had started reading. I was worried he was crying because
he didnt have a partner, or someone took the book he wanted. He wouldnt tell me what was wrong, I asked him if he wanted
to be alone and he said yes. Mrs. Vander Boon went over to talk to him and ended up getting the counselor to come in and
take Nathan out of the room. He came back about half an hour later very cheerful. Mrs. Vander Boon later told me that Nathan
had told her both yesterday and today that he missed his brother. I am not sure if this, or something else was the cause for his
tears. I am curious to know how the counselor helped Nathan. Mrs. Vander Boon said that another staff member recently
reminded her that she doesnt have a degree in counseling, but to use her resources and take advantage that there is other
staff members at the school that can help in these types of situations. I am curious to learn some of these techniques so that I
can help students with their emotional needs if I am not so lucky to be in a school with such great support.
Overall, the lesson today went great. Much more time (modeling and student work time) would be needed for students to be
able to do this on their own, but I think today was a solid introduction on the topic of text-to-text connections.