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Daylan Bakes

Social Studies

Final Draft

Core Decisions of Lesson Design
In reading the text Balloons Over Broadway, by Melissa Sweet as a read aloud followed
by multiple forms of discussion and the production of a written work, my students will
learn/be able to make text to self connections through the use of historical narrative. My
hope is that their text to self connections will transcend the surface level into the abstract
– using their own traditions as inspiration for the creation of their own parade floats.
They will also practice discussing, writing down and then sharing their (abstract) text to
self connections.
The above context will be taught through a read aloud of the book Balloons Over
Broadway, by Melissa Sweet, followed by a writing + creating exercise where the
students will be asked to apply my (hopefully our) perceived meaning of the text into a
drawing and description of their own float, created in the image of a family tradition,
mirroring the original parade’s meaning. My main focus will be in creating adequate
scaffolding for my students to make the leap from discussion to written work (and the
self-text connection inherent to this leap). We will move from carpet (read aloud +
discussion + pair share), to desks (writing + creating), and then back to carpet for a group
share (potentially after lunch). As a whole class we will read the text Balloons Over
Broadway. We will then practice/deepen analytical skills, focused on the historical
narrative of Tony Starg, the original puppeteer for the Macy’s Day Parade. This will be
accomplished through the initial read allowed, followed by a whole group discussion,
pair share, writing/creating activity and completed with a read aloud/sharing in front of
the whole class. The historical
I have chosen to move to a more modern narrative encompassing an American
Thanksgiving tradition because of the students previous historical study of pilgrims +
Thanksgiving and their work comparing their own lives to those of the pilgrims. I find
my students have trouble making text to text connections and when making text to self
connections, they tend to be surface level. I’m hoping that by creating floats in the image
of family/cultural tradition, the students will move towards making more abstract text to
self connections. It is my belief that the following common core standards apply to this
particular social studies lesson.
Ask and answer questions about key details in a text.
Identify the main topic and retell key details of a text.


Daylan Bakes
Final Draft
Social Studies
Describe the connection between two individuals, events, ideas, or pieces of information
in a text.
Write informative/explanatory texts in which they name a topic, supply some facts about
the topic, and provide some sense of closure.