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.

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
3.1       Provide or activate background knowledge 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
2.1       Define vocabulary and symbols Defined what text-to-self is.	5.1       Allow choices of media for communication Video, picture with definition, diagram.	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. 

• During this activity I would be assisting any student who had a question and especially my ADHD students as well as other students with learning disabilities. 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
1.2 Provide alternatives for auditory information 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
2.5 Illustrate key concepts non-linguistically 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.	7.3 Reduce threats and distractions The students will be working independently.

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
3.2 Highlight critical features, big ideas, and relationships 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. 

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
3.4       Support memory and transfer Students writing about their connections help to support memory.	4.1       Provide varied ways to respond The students are allowed to respond however they want.	9.3       Develop self-assessment and reflection The students are reflecting on what they have learned.

Materials

YouTube Videos

• 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=

Worksheet
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) Key Elements Please Put a Check Mark Next To the Ones You Incorporated Where in the project? (Which Lesson Phase 1-6) Provide options for perception 1.1 Customize the display of information 1.2 Provide alternatives for auditory information X Guided Practice 1.3 Provide alternatives for visual information Provide options for language and symbols 2.1 Define vocabulary and symbols  X  Introduce and Model New Knowledge 2.2 Clarify syntax and structure 2.3 Decode text and mathematical notation 2.4 Promote cross-linguistic understanding 2.5 Illustrate key concepts non-linguistically X Independent Practice Provide options for comprehension 3.1 Provide or activate background knowledge  X Anticipatory Set  3.2 Highlight critical features, big ideas, and relationships 3.3 Guide information processing 3.4 Support memory and transfer X Assessment
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) Key Elements Please Put a Check Mark Next To the Ones You Incorporated Where in the project? (Which Lesson Phase 1-6) Provide options for physical actions 4.1 Provide varied ways to respond XX Wrap Up  Assessment 4.2 Provide varied ways to interact with materials X Independent Practice 4.3 Integrate assistive technologies Provide options for expressive skills and fluency 5.1 Allow choices of media for communication  X  Introduce and Model New Knowledge 5.2 Provide appropriate tools for composition and problem solving 5.3 Provide ways to scaffold practice and performance Provide options for executive functions 6.1 Guide effective goal setting 6.2 Support planning and strategy development  X Anticipatory Set  6.3 Facilitate managing information and resources X Guided Practice 6.4 Enhance capacity for monitoring progress
Affective Networks “Why”	III. Multiple Means of Engagement ensures that the Affective networks of students are supported      Specific UDL Accommodations (7.1 – 9.3) Key Elements Please Put a Check Mark Next To the Ones You Incorporated Where in the project? (Which Lesson Phase 1-6) Provide options for recruiting interest 7.1 Increase individual choice and autonomy 7.2 Enhance relevance, value, and authenticity  X  Anticipatory Set 7.3 Reduce threats and distractions X Independent Practice Provide options for sustaining effort and persistence 8.1 Heighten salience of goals and objectives X Introduce and Model New Knowledge 8.2 Vary levels of challenge and support 8.3 Foster collaboration and communication X Guided Practice 8.4 Increase mastery-oriented feedback Provide options for self-regulation 9.1 Guide personal goal-setting and expectations 9.2 Scaffold coping skills and strategies 9.3 Develop self-assessment and reflection XX Assessment Wrap Up