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.