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Daylan Bakes

Social Studies

First Draft

Core Decisions of Lesson Design
My students will learn/be able to make text to self and text to text connections. My hope
is that their text to self connections will transcend the surface level into the abstract –
using their own traditions as a jumping point. They will also practice 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 keeping the children
engaged; this is a relatively long lesson. We will move from carpet (read aloud +
discussion), to desks (writing + creating), and then back to carpet for a group share.
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 believe 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.
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.