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Background Information
CCSS.ELA-LITERACY.L.4.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
Content Objectives:
SWBAT identify text to self-connections from the narrative. (Cognitive)
SWBAT apply text-to-self comprehension monitoring strategy while reading. (Cognitive)
SBWAT effectively share their poster with the class. (Affective)
Language Objectives:
SWBAT write down text to self-connections using proper English conventions.
SWBAT effectively share their poster with Summative: Students will work together to present their
the class. poster with the rest of the class. They will use a loud and
clear speaking voice when presenting. Their presentation
will be graded based on quality of work and presentation
skills.
Student Voice: Select two components of student voice and identify how students will reflect and/or
communicate on their learning or progress toward meeting the goals. You may eliminate the components not
being addressed.
2. Questions:
1. What is a self-to-text connection?
2. What does this picture remind you of?
3. Have you ever experienced something similar?
4. Can you relate this to your own life?
5. How can self-to-text connections be a good reading strategy?
3. Learning Activities:
Learning Activity Supporting Principles/Theories
1. I do/ You watch Advanced Organizers (Ausabel & Mayer)
Teacher will model reading strategy while reading Observational Learning (Bandura)
Diary of a Wimpy Kid. Okay learners, I am going
to begin reading the first chapter. As I read, I am
going to be looking at both the words and pictures to
see if I can relate to any of the characters. First of
all, the picture on the cover of the book reminds me
of when I was in elementary school. I always
showed up with a frown on my face. Teacher
continues to read while making 2-3 more
connections.
2. I do/ You help Constructivism (Vygotsky, Piaget, Wertsch, John-
Teacher will ask students to help make self-to-text Steiner, Mahn)
connections while continuing to read. Alright, I am
going to ask you all for a little help. Can anyone
make a text-to-self connection to something I read
on this page? Great!. Teacher continues to read
while asking students to make 2-3 more connections.
3. You do/ I help Developmental Stages (Piaget)
Students practice making text-to-self to connections
while reading their own texts at their desks. Students
should read a text that is appropriate for their
reading level. Teacher will walk around room and
monitor student progress. Students should be writing
their self to text connections down in order to
prepare for their poster presentation.
4. Before beginning activity, the teacher will show Constructivism (Vygotsky, Piaget, Wertsch, John-
students the rubric they will be graded on. Students Steiner, Mahn)
will work in table groups of 4 to create a visual
poster to show their self-to-text connections. Each
student should write the title of their book and 2
connections they made. Students will be given large
sheets of white butcher paper and a variety of
markers.
5. Students will share their posters one at a time with Importance of Language (Vygotsky)
the rest of the class. Each student should talk about Constructivism social interactions ((Vygotsky,
his/her contributions as well as a quick summary of Piaget, Wertsch, John-Steiner, Mahn)
their text. Students will be graded on understanding
of self-to-text connections as well as presentation
skills. Teacher will use rubric to assess.
4. Closure:
Students will return to their seats for a quick recap on text-to-self connections and how their presentations went.
They will complete an exit slip as their ticket out the door.
5. Independent Practice:
Students will be encouraged to practice this reading comprehension strategy at home during nightly reading.
Acknowledgements:
Kinney, J. (2007). Diary of a Wimpy Kid. Abrams, Harry N., Inc.
Names of students
Made thoughtful
text-to-self
connections
(scale of 1-4)
Shows
understanding of
comprehension
strategy
(scale of 1-4)
Spoke with loud and
clear voice
(scale of 1-4)
Made eye contact
with audience
(scale of 1-4)
Uses proper English
conventions with
little to no errors
Total Points /20 /20 /20 /20
Exit Slip
Name__________________________________ Date_________________________
On a scale of 1-5, how confident to do you feel making text-to-self connections when you read? Circle one.
1 2 3 4 5