Grade: 3 Subject:
Language Arts
Unit: Communities
Lesson Focus: Making Connections with Up Home by Shauntay Grant
Introduction to making connections to a personal narrative picture book.
Students will make text-to-self connections to the book "Up Home" by Shauntay Grant
Timeframe: 45 Minutes
“I can” statements
I can make text-to-self connections.
I can use my prior knowledge to enhance my understanding of the text.
Outcomes
Students will communicate effectively and clearly and respond personally and critically.
· demonstrate effective active listening habits in multiple cultural contexts
· ask and respond to questions to seek clarification of others’ ideas to consolidate information
· describe a personal experience in sequential order, and offer an opinion about a topic with at least 3 supporting details
· respond to and give directions that are multi-step with increased complexity
Students will interact with sensitivity and respect, considering audience, purpose, and situation.
· use social conventions such as turn-taking, politeness*, when to speak and when to listen, in a range of conversations and cooperative play situations in multiple cultural contexts
· choose when and where to use intonation, tone and expression to communicate ideas and feelings in selected small and whole group situations
· use established courtesies and conventions of conversation in group work and co-operative play situations with consideration for audience and purpose
· use thoughtful, respectful and non-hurtful vocabulary, considering audience and purpose, and begin to make vocabulary choices that affirm sensitivity to the personal ideas and experiences of others
Students will demonstrate a variety of ways to comprehend and select from a range of culturally diverse print and digital texts.
· use picture cues to support understanding
· explain orally and/or in writing their understanding of and reactions to fiction, non-fiction, and poetry texts they are reading
· demonstrate comprehension—thinking within, thinking about, and thinking beyond the text
· visualize, to support comprehension, with a variety of culturally relevant texts
· discuss how prior knowledge supports comprehension of culturally relevant text
Students will respond personally and critically to a range of culturally diverse texts.
· make meaningful personal connections that enhance comprehension
· share their connections orally and/or in writing
Students will convey meaning by creating print and digital texts collaboratively and independently using imagination, personal experiences, and feelings.
· express ideas in complete thoughts using simple, compound, and complex sentences
Students will be expected to use writing and other forms of representation including digital to explore, clarify and reflect on their thoughts feeling and experiences and learnings.
· write a variety of poetry, fiction and non-fiction texts
· write with attention to descriptive detail and word choice
Students will be expected to create text including digital collaboratively and independently using a variety of forms for a range of audiences and purposes.
· include information that is relevant and purposeful for an intended audience
Resources:
Book: Up Home by Shauntay Grant
Reading Response Rubric for Connections
PDF Word doc.
21Century Skills
· Communicate and Collaborate · Create & Publish
· Citizenship · Find & Validate
· Apply and Interconnect
Connection:
Lesson is an introduction to making connections. The book "The City Speaks in Drums" is another book by Shauntay Grant" that will be used in a subsequent lesson on making connections. The book "Up Home" by Shauntay Grant will also be used in a subsequent personal narrative writing lesson.
Mini-lesson:
Unit: Communities
Lesson Focus: Making Connections with Up Home by Shauntay Grant
Introduction to making connections to a personal narrative picture book.
Students will make text-to-self connections to the book "Up Home" by Shauntay Grant
Timeframe: 45 Minutes
“I can” statements
I can make text-to-self connections.
I can use my prior knowledge to enhance my understanding of the text.
Outcomes
Students will communicate effectively and clearly and respond personally and critically.
· demonstrate effective active listening habits in multiple cultural contexts
· ask and respond to questions to seek clarification of others’ ideas to consolidate information
· describe a personal experience in sequential order, and offer an opinion about a topic with at least 3 supporting details
· respond to and give directions that are multi-step with increased complexity
Students will interact with sensitivity and respect, considering audience, purpose, and situation.
· use social conventions such as turn-taking, politeness*, when to speak and when to listen, in a range of conversations and cooperative play situations in multiple cultural contexts
· choose when and where to use intonation, tone and expression to communicate ideas and feelings in selected small and whole group situations
· use established courtesies and conventions of conversation in group work and co-operative play situations with consideration for audience and purpose
· use thoughtful, respectful and non-hurtful vocabulary, considering audience and purpose, and begin to make vocabulary choices that affirm sensitivity to the personal ideas and experiences of others
Students will demonstrate a variety of ways to comprehend and select from a range of culturally diverse print and digital texts.
· use picture cues to support understanding
· explain orally and/or in writing their understanding of and reactions to fiction, non-fiction, and poetry texts they are reading
· demonstrate comprehension—thinking within, thinking about, and thinking beyond the text
· visualize, to support comprehension, with a variety of culturally relevant texts
· discuss how prior knowledge supports comprehension of culturally relevant text
Students will respond personally and critically to a range of culturally diverse texts.
· make meaningful personal connections that enhance comprehension
· share their connections orally and/or in writing
Students will convey meaning by creating print and digital texts collaboratively and independently using imagination, personal experiences, and feelings.
· express ideas in complete thoughts using simple, compound, and complex sentences
Students will be expected to use writing and other forms of representation including digital to explore, clarify and reflect on their thoughts feeling and experiences and learnings.
· write a variety of poetry, fiction and non-fiction texts
· write with attention to descriptive detail and word choice
Students will be expected to create text including digital collaboratively and independently using a variety of forms for a range of audiences and purposes.
· include information that is relevant and purposeful for an intended audience
Resources:
Book: Up Home by Shauntay Grant
Reading Response Rubric for Connections
PDF Word doc.
21Century Skills
· Communicate and Collaborate · Create & Publish
· Citizenship · Find & Validate
· Apply and Interconnect
Connection:
Lesson is an introduction to making connections. The book "The City Speaks in Drums" is another book by Shauntay Grant" that will be used in a subsequent lesson on making connections. The book "Up Home" by Shauntay Grant will also be used in a subsequent personal narrative writing lesson.
Mini-lesson:
Explicit Teaching (I do)
1. Teacher reads the book Up Home by Shauntay Grant. Pause after reading the second page.
Teacher verbally makes a connection for the students.
Example: The text describes children eating freezies and the picture shows the children laying in the grass enjoying their freezies. You can tell by the expressions on their faces that they are having a good time; enjoying playing on a hot summer day. I assume it is hot because they are eating freezies. This reminds me of when my children were little. They would be playing in the backyard on the swing set or in the sandbox with their friends on our street. There were always lots of children in our yard in the summer so each day I would bring out a freezie for everyone. They would sit down and eat their freezies. They were always so happy to get the cool refreshing treat. This is also why I think the children in the book are happy.
Teacher asks students: "What do you notice I did when I made my connection?"
Retold the part of the story and explained the part of the picture that relates to my connection.
Included details about my memory when describing my connection
Explained why this part of the story reminded me of this particular event
Groups (We do)
1. Teacher reads the next page and stops. Tells students to talk to a partner about this page and make a personal connection (text-to-self). "What does the text and/or picture on this page remind you of? Remember you need to explain what on this page sparked your memory and why."
2. Students who volunteer share their connections with the rest of the class. If required prompt them to explain what on the page is their connection related to.
3. Continue reading the book. After each page allow a few minutes for the students to discuss their connections with a partner. (Students should share with a different partner each time.)
Independent (I do)
1. At the end of the text the students write their connections in their reflection journals. Students should write about at least 2 or 3 different connections. If possible have several copies of each book available for any students who would like to reread the story.
*Teacher conferences with any students who are having difficulty thinking of a connection or only write 1 connection.
2. When finished students can draw a picture to go with their connections (optional)
Time to Share (We share)
Volunteers share their connections. (Teacher should ask some specific students to share who have made a connection and explained what happened in the book that they made the connection to and why.)
Differentiation:
Students who are on adaptations for writing are able to use an Assistive Tech program such as Kurzweil.
Enrichment: Students are encouraged to make more connections.
Assessment:
Reflection/Reading Response
Reading Response Rubric
1. Teacher reads the book Up Home by Shauntay Grant. Pause after reading the second page.
Teacher verbally makes a connection for the students.
Example: The text describes children eating freezies and the picture shows the children laying in the grass enjoying their freezies. You can tell by the expressions on their faces that they are having a good time; enjoying playing on a hot summer day. I assume it is hot because they are eating freezies. This reminds me of when my children were little. They would be playing in the backyard on the swing set or in the sandbox with their friends on our street. There were always lots of children in our yard in the summer so each day I would bring out a freezie for everyone. They would sit down and eat their freezies. They were always so happy to get the cool refreshing treat. This is also why I think the children in the book are happy.
Teacher asks students: "What do you notice I did when I made my connection?"
Retold the part of the story and explained the part of the picture that relates to my connection.
Included details about my memory when describing my connection
Explained why this part of the story reminded me of this particular event
Groups (We do)
1. Teacher reads the next page and stops. Tells students to talk to a partner about this page and make a personal connection (text-to-self). "What does the text and/or picture on this page remind you of? Remember you need to explain what on this page sparked your memory and why."
2. Students who volunteer share their connections with the rest of the class. If required prompt them to explain what on the page is their connection related to.
3. Continue reading the book. After each page allow a few minutes for the students to discuss their connections with a partner. (Students should share with a different partner each time.)
Independent (I do)
1. At the end of the text the students write their connections in their reflection journals. Students should write about at least 2 or 3 different connections. If possible have several copies of each book available for any students who would like to reread the story.
*Teacher conferences with any students who are having difficulty thinking of a connection or only write 1 connection.
2. When finished students can draw a picture to go with their connections (optional)
Time to Share (We share)
Volunteers share their connections. (Teacher should ask some specific students to share who have made a connection and explained what happened in the book that they made the connection to and why.)
Differentiation:
Students who are on adaptations for writing are able to use an Assistive Tech program such as Kurzweil.
Enrichment: Students are encouraged to make more connections.
Assessment:
Reflection/Reading Response
Reading Response Rubric