Lesson Plan DRAFT COPY

Your Name: Rachel Vartanian & Alison Keller Grade Level: 2 Date: 2/26/07

CT: Ms. Demaray School: Cumberland Elementary

Overall lesson topic/title: Making Family Connections

Grade Level Content Expectation(s):

R.CM.02.01 Make text-to-self and text-to-text connections and comparisons by
activating prior knowledge, connecting personal knowledge, experience, and
understanding of others to ideas in text through oral and written responses.

Develop Goals/Objectives that are specific to your interpretive discussion:

Knowledge Objective (student understanding): Each student will be able to
describe places in the text that connect to their personal lives.
Capacity Objective (interpretive skills and strategies): Each student will be
able to make text-to-self connections. Some students will also be able to make
text-to-text connections.
Commitment Objective (attitudes): Each student will be able to engage in a
discussion about personal connections, as evidenced by stating their own
connections and responding to their peers connections.

Materials & supplies needed:

The Hello, Goodbye Window by Norton Juster and Chris Raschka (At least 2 copies)

Procedures and approximate time allocated for each Academic, Social and
event Linguistic Support during
each event for your
target student

BEFORE READING:

• Introduction to the lesson Make sure active students

How many of you like to spend time with your sit near the front.
grandparents? Where do you see them? What do you
call them? Today we are going to read a book called The
Hello, Goodbye Window by Nortin Juster and illustrated
by Chris Rashka. By looking at the cover what do you
think the book is about?
While we are reading today, we are going to work on
making connections. (make connection hand gesture
together) That means you have to think about what the
book reminds you of from your life or from other books.
 We will practice one time together… What is a
connection you can make from looking at the cover?
The first time we read the book, we are going to read it
all the way through, so think in your head about what it
reminds you of. Then we are going to split into two
groups to talk about our connections.
Read the story (_10__ minutes)

Transition: split into two groups. Tables 1,2, and 3 go to Seat active children close
the front of the room and sit in a circle. Tables 4,5, and to the teacher. Make sure
6 go to the back and sit in a circle. ( 2 minutes) to tell all the students they
can make connections to
OUTLINE OF KEY EVENTS FOLLOWING YOUR the illustrations or the
INTRODUCTION: words.
For the web, emphasize
• During Reading: In each group re-read the story. Stop that students can draw
at page starry page, queen of England page, and ask for pictures and write words for
connections from the group. After hearing personal their connections.
connections, ask for text to text connections they can
make. (_10__ minutes)

• After Reading: After finishing the book, again ask for

any connections to self or to text. Encourage them to
think from the last stopping point, and about the book as
a whole. Distribute webs, with the Hello Goodbye
Window in the middle, and ask the students to write
down some of the connections they made. Students will
have brought their clipboards with them to the small
discussion groups to write on (_10__ minutes)

CLOSING SUMMARY FOR THE LESSON:

• Bringing closure Students will share what they added

to their webs and be able ask each other questions
about connections. After that, remind students about the
skill they practices, making connections and make
connections to each other. (_5__ minutes)

Post-Assessment: We will collect the web and see what

kind of connections the students made. Each student
should have at least 2 text to self connections. Some
students should additionally be able to give a text to text
connection. (_0__ minutes)