CONNECTING WITH CHRYSANTHEMUM
Title: Connecting with Chrysanthemum
Author: Tory Evants
Subject: Comprehension
Grade
Level: 2nd
IEP classification(s): ADHD, Learning Disabilities
State
Standard(s):
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Lesson
Goals
The students will make a
text-to-self connection by asking questions.
Instructional
Methods
Anticipatory
Set
- First I would ask my students to think about their name: how many letters, special meanings, etc.
- I would tell my students that in the story we would be reading about a young mouse named Chrysanthemum who runs into trouble at school because her classmates make fun of her name.
- I would then ask my students to ask the following questions in their head: Have I ever been made fun of because of name? Have I ever seen anyone I know get made fun of because of their name?
- After about one minute I would ask my students to focus back on me.
- Next I would talk about text-connections, reminding them that we had previously been making text-to-text connections.
- I would tell my students that there are two other types of text-connections, text-to-self and text-to-world.
- I would then let my students know that today we would be focusing on text-to-self in order to better connect with Chrysanthemum.
- Lastly I would show the following you tube clip of the Chrysanthemum Book Trailer.
Recognition
“What”
Multiple means
of Representation
|
Strategic
“How”
Multiple means
of Action and Expression
|
Affective
“Why”
Multiple means
of Engagement
|
|
Mentioning that we had previously been working on text-to-text connections and that now we would be working on text-to-self. |
6.2 Support planning and strategy
development
I informed the students who the character was and what was happening to that character in the story. We will later be discussing who, what, when, where, why, and how. |
7.2 Enhance relevance, value, and
authenticity
Questions I had the students ask themselves. By answering those questions they make a connection. |
Introduce
and Model New Knowledge
- To first introduce the new knowledge for the day I would read the definition of what text-to-self is in the above image.
- Then I would show a short video explaining text-to-self connection and the importance it has when reading a story.
- Next I would inform my students that in order for us to become connected to the story we must ask the questions "who, what, when, where, why, and how?"
- So, then I would cover each question, what they mean, and how we find the answers.
- We would then move on to the next part of the lesson.
Recognition
“What”
Multiple means
of Representation
|
Strategic
“How”
Multiple means
of Action and Expression
|
Affective
“Why”
Multiple means
of Engagement
|
|
|
8.1 Heighten salience of goals and objectives
Stating that we would focus on text-to-self and who, what, when, where, and why. |
Guided
Practice
- First we will read "Chrysanthemum" as a whole group.
- I will have a large piece of chart paper with the words who, what, when, where, how and why written out.
- As we read the story I would stop at various points to allow the students to answer the who, what, when, where, why and how questions.
- After reading the story I would ask my students how they were able to connect with Chrysanthemum. I would write their answers on another piece of large chart paper.
- By answering the questions as a class and by having the students talk about their personal connections to the story, their comprehension deepens.
- As an activity, I would have the students shortly write the sequence of events which will help aid in their understanding of the story.
Recognition
“What”
Multiple means
of Representation
|
Strategic
“How”
Multiple means
of Action and Expression
|
Affective
“Why”
Multiple means
of Engagement
|
|
Reading the story aloud. |
6.3 Facilitate managing information and resources
Pausing to answer questions of who, what, when, where, how, and why. |
8.3 Foster collaboration and communication
Discussing as a group about what the answers are to who, what,when, where, and why. |
Independent
Practice
- During this time the students will be encouraged to read the book a second time to make sure that they retained most of the information.
- I would have my students fill our the above trait worksheet in order to get a better feel for Chrysanthemum.
- Also, during this time I would tell my students that they should be writing the who, what, when, where, why and how down on their own piece of paper.
- They should also jot down, very shortly, any personal connections they made with the text.
- After their independent practice time, which would last approximately forty minutes, we would wrap-up the lesson for the day.
Recognition
“What”
Multiple means
of Representation
|
Strategic
“How”
Multiple means
of Action and Expression
|
Affective
“Why”
Multiple means
of Engagement
|
|
The trait worksheet. |
4.2 Provide varied ways to interact with materials
The students will have the choice to re-read the book, they will work on a trait worksheet, and they will independently write down the who, what, when, where, why, and how. |
Wrap-up
- I would ask my students if they could tell be the meaning of text-to-self connection. This way I could clear up any grey areas if some students are still unsure of it's meaning.
- I would stress the importance of why we answered the who, what, when, where, why and how questions.
- We would lastly discuss Chrysanthemum and how things got better for her towards the end of the story.
Recognition
“What”
Multiple means
of Representation
|
Strategic
“How”
Multiple means
of Action and Expression
|
Affective
“Why”
Multiple means
of Engagement
|
|
Discussing what text-to-self is, stressing asking questions, and discussing the story. |
4.1 Provide varied ways to respond
There could be multiple ways the students state the definition of text-to-self. |
9.3 Develop self-assessment and reflection
Wrapping up a lesson involves reflecting on what has been learned. When the students answer the question, "what does text-to-self mean", they will be able to assess themselves because they will be checking to make sure their response is correct. |
Assessment
Formative
(Informal - written)
The students will write a minimum of two paragraphs stating how they connected with Chrysanthemum in the text.
The students will write a minimum of two paragraphs stating how they connected with Chrysanthemum in the text.
Recognition
“What”
Multiple means
of Representation
|
Strategic
“How”
Multiple means
of Action and Expression
|
Affective
“Why”
Multiple means
of Engagement
|
|
|
Materials
YouTube Videos
Google Images:
Worksheet- https://youtu.be/PyVf2h57lus
- https://youtu.be/1y-apISjCgY
Google Images:
- http://lilybloombooks.com/wp-content/uploads/2014/01/thats-a-wrap.jpg
- https://s-media-cache-ak0.pinimg.com/236x/71/a3/90/71a3900e438c9e643c758bda9a649490.jpg
- http://f.tqn.com/y/k6educators/1/W/5/G/142019160.jpg
- https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipqQQaIEv4hYuhrbIWdj38WDvl8K8cCWV8SqVT8p58wj2oOiovVGALyBEP0K4Q9RJQJEAYmA_T8pYg7_B5QJjDse2LRm9HS5uZbVPjCmz3YcWtNcrJy0W4k6TvsHCjI7cA0z7SM-u-TfQ/?imgmax=800
- https://blogger.googleusercontent.com/img/proxy/AVvXsEgTu3_F5eEGdrkTu3e9xhQI-xO62k2gs42rgxBUZlG4yf1S7hLjxx8Xchl_QgKymE0bMs09sGto0nwm90_4V4-ZeiXCcmRvkEuALuVcqi1dPeyMsIZmY15e2O7On5aOuS5fgrc0tePcl7p9njMYuzgMNoF_DD4-tt7bB7KIBx8evnizavM7G3cOWVeM-prN0Qrg3DuHBkLeaymi=
Chart Paper
Book
Brain Network
|
UDL Principle
|
||||||||||||||||||||||||||||||||||||||||||||||||
Recognition Networks
“What”
  |
I. Multiple Means
of Representation ensures that the Recognition networks of students are
supported
Specific
UDL Accommodations (1.1 – 3.4)
|
||||||||||||||||||||||||||||||||||||||||||||||||
Strategic
Networks
“How”
 |
II. Multiple Means of Action and
Expression ensures that the Strategic networks of students are supported
Specific UDL Accommodations (4.1 – 6.4)
|
||||||||||||||||||||||||||||||||||||||||||||||||
Affective Networks
“Why”
 |
III. Multiple Means of Engagement
ensures that the Affective networks of students are supported
Specific UDL Accommodations (7.1 – 9.3)
|
||||||||||||||||||||||||||||||||||||||||||||||||
