Whole Class Lesson-Making Connections

Grade/Level	Grade 2
Subject(s)	Language Arts (English), Reading
Standards	USA- Common Core State Standards (June 2010) Subject: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Grade: Grade 2 students: Content Area: Literature K–5 Strand: Reading Domain: Key Ideas and Details Standard: 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Content Area: Informational Text K–5 Strand: Reading Domain: Integration of Knowledge and Ideas Standard: 9. Compare and contrast the most important points presented by two texts on the same topic.
Objective(s)	Students will ask and answer questions in discussion to demonstrate understanding of key details in a text. Students will compare and contrast important points presented by two texts by completing a Venn Diagram. Students will make at least three text to text connections between two related stories, giving adequate explanation to justify their connections. Bloom's: comprehension, evaluation
IMPLEMENTATION
Set	Hold up the book The Hard Times Jar by Ethel Footman Smothers so students can look at the cover. Begin a discussion by asking students what they think the book is about. Ask for predictions. Then hold up Those Shoes by Maribeth Boelts. Again, ask students what they think the book will be about. Hold up both books together and ask students if they see any similarities in the two books, just judging by the cover. Remind students about the three different types of connections they can make while reading (text to text, text to self, and text to world). You may ask "What connections can we make when we read a book?" Ask students to think about what the stories remind them of as the stories are read.
Learning Activities/Time Required	Read The Hard Times Jar by Ethel Footman Smothers to the class. After reading, discuss the story with the class. Some questions to ask students may include: "What did Emma want?" "Why couldn't Emma have any store-bought books?" "What did Emma do when she went to school?" "What lesson did Emma learn?" "Have you ever wanted something you couldn't have?" "How did you feel?" If time permits, continue on to Those Shoes by Maribeth Boelts. (Come back to the lesson if the class needs to leave for a pullout such as lunch, recess, P.E., etc.) Tell the class "Now we are going to read Those Shoes. As I read, think about how this story relates to the story we read earlier." Read Those Shoes. After reading, discuss the book. "What did Jeremy want? Why couldn't he have it?" "When Jeremy finally gets those shoes, are they everything he thought they would be?" "What lesson does Jeremy learn?" "Grandma says 'There's no room for want around here, only need.' What is the difference in a want and a need?" "Does this story make you think of anything in your life?" Discuss with the class how the stories were alike and different. Pass out the Venn-Diagram. Instruct students to fill out the diagram for the two stories. Students should list at least three ways the stories were similar, and at least three differences for each side. Instruct students to turn their papers over and write a text-to-self connection on the back. They can choose either story they want to write about. To get them started, you may write on the board: "The story ________________ reminded me of when I ___________ because ________________." Students can use the prompt to guide their thinking.   Attachments: Txt2Txt_VenDiagram.docx
Closure	Ask "What did Jeremy and Emma learn in the stories?" "Can this relate to our lives, too?" Explain that sometimes we all want things we can't have, but just because we can't have something doesn't make us any less of a person. Just because someone has something that you don't have, that doesn't make them a better person.
Resources and Unit Handouts	Materials and resources: Parent Connection- I will be sending a note to parents to encourage communication between parents and students. Parents will help students answer questions on the handout. Attachments: Parent Connection.docx
Grouping for Instruction	Students will listen to the stories and discuss as a whole class. Venn diagrams may be completed individually or in small groups (2 to 3 students). Assessment activity will be completed individually.
Adaptations / Modifications / Interventions	Higher level students may give more connections than what is required. Lower level students may work with a partner or in a group for the venn diagram. The teacher may assess lower level students individually, modifying as necessary. Some students may need the teacher to read the directions and the student may need to answer verbally.
ASSESSMENT
Assessment Activity	Students will complete the text-to-text organizer for The Hard Times Jar and Those Shoes to show understanding of making connections. Students will give at least three connections between the books. Each connection will have two parts: who or what, and how it connects to the other story. Attachments: Text to Text Connection_ECED 3292.docx
Expectations for Performance	Students will participate in discussion. (Teacher can keep track with a checklist) Students will complete a Venn Diagram with accurate information, and make an appropriate text-to-self connection. Student will complete assessment activity with a score of 2 or better. Students with a score lower than 2 will be pulled individually to discuss the stories and the assessment activity. The teacher will determine if modifications need to be made. Students will complete the activity again, either verbally or on paper. Students with a score of 2 will be pulled for discussion with the teacher so the student can explain their connections.
Assessment/Rubrics	Rubric for Assessment Activity: 4 (Full Credit)- Student gives three specific connections for The Hard Times Jar  and Those Shoes. Each connection contains two parts: 1. who or what in the story relates to who or what in the other story, and 2. how does it relate (explanation of thinking). Explanations clearly demonstrate understanding of main ideas and making connections. 3- Student gives three connections but explanations aren't clear. 2- Student gives two connections with some explanation, or three connections with no explanations at all. 1- Student gives one connection with some explanation, or two connections with no explanation. 0- Student gives no response.

Pumpkin Jack

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Pumpkin Jack- Guided Reading

Author: Amelia Bower                  

                                    

GENERAL COMMENT AREA
General Comments
Grade/Level	Grade 2
Subject(s)	Language Arts (English), Reading, Science
Standards	Display: Collapse All Expand All AR- Arkansas Curriculum Frameworks Subject: English Language Arts (by Grade) Grade/Course: Grade 2 Strand: Reading Content Standard 9 : Comprehension: Students shall apply a variety of strategies to read and comprehend printed material Area: Summarizing and synthesizing for meaning Student Learning Expectations R.9.2.10: Describe the cause and effect of specific events within a text Student Learning Expectations R.9.2.11: Present a logical interpretation of a book Content Standard 11 : Vocabulary, Word Study, and Fluency: Students shall acquire and apply skills in vocabulary development and word analysis to be able to read fluently Area: Meaning-based word recognition Student Learning Expectations R.11.2.1: Use context clues to make sense of new words Area: Spelling-sound word recognition (phonics) Student Learning Expectations R.11.2.4: Decode words using, blends, digraphs, common long vowel patterns, diphthongs, r-controlled vowel patterns, prefixes, suffixes, and root words in continuous text
Objective(s)	Students will participate in a guided reading of "Pumpkin Jack" by Will Hubbell. Students will use context clues and phonics rules to decode unfamiliar words. Students will be able to retell the main events of the story. Students will participate in discussion about the life cycle of a pumpkin. Students will complete a graphic organizer and will use new vocabulary to write a summary of the story.
IMPLEMENTATION
Set	This is a good story to read around Halloween. It is about a little boy who picks out a pumpkin, carves it into a jack-o-lantern, and observes it's changes as it rots. The boy decides to plant the decaying pumpkin, and notices changes through the seasons as a new pumpkin vine begins to grow. Before beginning the lesson, write chosen vocabulary words from the story on the board. Choose words that relate to the theme of the story. fierce, decay, sprout, vine, etc.   Begin with a discussion about Halloween. Students are always excited about Halloween. Students may want to discuss what they will dress up as or what kind of candy they like, etc. Ask students: "Who has carved a pumpkin for Halloween?" "What happens to the pumpkin after a week or two? Does it change? How?" Introducing the story: "We are going to read about a boy who carves a pumpkin for Halloween. He notices his pumpkin changing like you all have. We are going to find out what he does with his pumpkin. Maybe you will want to do the same this year."
Learning Activities/Time Required	Read the story as a group. Have students take turns reading paragraphs. Encourage students to use context clues and phonics rules to read unfamiliar words. If they are unable to decode a word, ask the group if anyone knows the word. If not, read the word to the group and discuss it's meaning. (Take note of any words students struggle with.) After the group has read the story, have students verbally respond. Ask individual students questions like: "What changes did Tim notice about Jack?" "Why did Tim take Jack out to the garden?" "What happened to Jack as the seasons changed?" "Would you like to try this the next time you carve a pumpkin?" "What are some other things can we do with pumpkins?" Refer to the vocabulary words you have written on the board. Have students discuss each word. (Call on students individually to read a word and explain it.) Add any words you noted students struggling with to the words on the board. Have students discuss these words. Explain to the students that they will write a summary of the story, using some of the words from the board. Instruct students to use at least 5 of the words from the board in their summary. Remind them that they need to include all the main events from the story. Pass out the graphic organizer for the lesson (story flow chart). Instruct students to record the main events of the story with a quick drawing and description. Students do not have to write in full sentences on this organizer. (Students will write in complete sentences for their written summary including vocab words.) Allow students time to complete the organizer and the written summary. (Students may save work to complete later if time runs out. Give students extra time to work on it in class if they finish another assignment early.)
Closure	If resources are available, bring a pumpkin into class to observe over the next several weeks. (Another activity could include carving the pumpkin as a group, or watching the teacher carve the pumpkin.) You may choose to carve the pumpkin before bringing it to class. Briefly review the story and the life cycle of the pumpkin in the story. Ask students to relate the story to something else from real-life. "Does this story make you think of anything else we see in real life?" (Life cycle of a flower or vegetable, effect of seasons, etc.) Students will be assessed with either: 1. a written assessment over story comprehension and vocabulary, or 2. verbally respond to the same assessment with the teacher. This book is also an Accelerated Reader book, so students may choose to take an AR test over the book for points.
Resources and Unit Handouts	Attachments: Story Chart.docx
Grouping for Instruction	Small group (4-6 students) guided reading
Adaptations / Modifications / Interventions	Students who struggle with written assessments may respond verbally to a comprehensive and vocabulary assessment.
Technology Integrated
ASSESSMENT
Assessment Activity	Students will complete an assessment covering comprehension of the story and vocabulary from the story. Students may have the option of completing a written assessment, or responding to the assessment orally. (One-on-one with the teacher).
Expectations for Performance	I expect students to participate in discussion about the story, and in reviewing vocabulary words from the story. Students will be able to retell the story with all the main events and give an accurate definition or description of vocab words discussed from the story. Students will be able to pass the assessment (and AR test) with at least an 85%.
Assessment/Rubrics
Reflection	I think students would enjoy this book around Halloween time because it goes along with the fall/Halloween theme. This lesson also covers a bit of life science, and can be taken further if the teacher chooses to do so. The class could observe their own pumpkin and plant it to watch it grow. I struggle with making assessments for lessons. I like to observe students as we go along in the lesson to see if they seem to be understanding the material. I also think the in-lesson activities should be used in assessment, but I recently had an instructor tell me the assessment needed to be separate from the class activities. I just feel children get burned out with too many written tests.