LESSON THREE

Missouri Pre-Service Teacher Assessment (MoPTA) Lesson Plan Format

Unit of Study Focus: Activating Background Knowledge and Making Connections (Schema) 3rd grade
Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson

Missouri State Learning Standards for English Language Arts: 1C Grade 3 Develop and apply
skills to the reading process.
A) Text to text (text ideas, including similarities and differences in fiction and nonfiction)
B) Text to world (text ideas regarding experiences in the world)

Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting curricular and student
needs
The purpose of this lesson is for students to be able to make connections to texts while they read it.
Students will know what to look for to make connections to texts while they read using text to self,
text to text, and text to world connections. Students will be able to apply their background
knowledge to make connections while they read.

Assessment (type[s] of assessment used throughout the lesson)

Assessment(s) before, during and after the lesson
The most important piece of assessment for this lesson will be sticky notes students fill out while
they read. The sticky notes will be three different colors and each color will represent the time
students make connections. Students will read the same story three times making three connections
(one of each type) each time they read through the story. Students will realize the connections they
make to texts change and deepen when they re-read texts.

Before: To start the lesson I was assess students during a classroom discussion reviewing what they
know on using their background knowledge to make connections from previous lessons. I will then
have students tell me ways to make connections to the text while they read it. I will assess their
responses and add any information needed to give them a complete idea of making connections to
texts while they read it. We will also talk about the purpose of making connections to text while re
read.

During: I will assess students during the sticky note activity. I will walk around them room asking
students questions and encouraging them to make deep connections each time they read through
their text.

The final assessment will be a google form that says, I make connections while I read so that
students will answer this question on their IPads and submit it so that we can assess what they
know on why making connections is important.
 Lesson Structure and Procedures
Sequence of events of the lesson elements. (The before, during and after the lesson, e.g.,
Engagement/Opening, Procedures, Guided Practice, Conclusion)
1) Review the previous lessons content. We have been learning about applying our
background knowledge to make connections to texts we read. Students will also recite what
they learned in the previous lesson on making connections before they read. I will have
students tell me the different kinds of connections readers make when and the purpose of
making these connections.
2) Introduce todays lesson content: making connections to texts while they read the text
3) Have a class discussion with students on how to make deep connections while reading..
Talk to students about how their connections can change as they read through the story
multiple times.
4) Have students get up from carpet and pick a story from your ten diverse literature choices.
Encourage them to try and pick a book that is just right. Students will have five minutes
for this task. After five minutes students who have not picked a book will get a book picked
for them.
5) Students will be given 9 sticky notes. Students will be instructed to read the book the first
time (or a chapter of their book) and mark three connections (one of each kind) using the
yellow sticky notes. Students then will read their book (or a chapter or their book) a second
time and mark new connections made with green sticky notes. Then have students read the
section of their book for a third time, marking new connections with pink sticky notes.
6) Students will fill out google form which asks students to say why they make connections to
texts why they read while they wait for other students to finish.
7) After todays activity students will have a quick discussion talking about how their
connections changed the different times they read their text.

Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs

I will facilitate a classroom discussion at the beginning of this lesson reminding students what they
have previously learned in this unit. I will then introduce todays lesson content: making
connections to texts while they read. I will then introduce todays sticky note activity and give
students directions. I will then release students to pick out a book for this activity and will help
students choose one if they need assistance. I will then set up the google form for when students
finish their activity. Lastly, I will facilitate a final discussion on how students connections changed
the different times they read their text.
Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives
Students will start the lesson talking about what they have previously learned in this unit. They will
then listen to todays new concept and understand how to make connections to text while they read.
They will generate questions readers might ask during reading. After listening to directions,
students will go pick out a just right book or choose a chapter out of a book to read and make
connections to. Students will read the book once placing yellow sticky notes where they make
connections, then read the book or section of book and place green sticky notes where they make
connections, and then place pink sticky notes the third time they read through the text and make
connections. Students will fill out google form naming a reason why they think it is important to
make connections while they read. Finally students will talk about why and how their connections
changed as they read and re read their text.
 Resources and Materials
List of materials used in the planning of and during the instruction of the lesson
Sticky Notes (three of each color, nine total per student)

Many diverse text for students to choose from including ALL from diverse literature book
collection about community.

IPad (ability to assess google form)

Writing Utensil (one per student)

Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning

While technology is not used in this lesson, if necessary, students could use Lino app to create
sticky notes. This would allow students to make virtual sticky notes on their IPad. The reason I will
not use this app in this lesson is I want students to be able to place their sticky note on the exact
spot on the text where they made that connection to.

Differentiated/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences,
etc.

To increase rigor in this lesson; I will challenge students to add to their sticky note WHY they
made the connection they did. What background knowledge did they remember that caused them to
make that connection?

For students who need modifications for this lesson, I will make sure they have a text they can read
that is at an appropriate length for them. While they are choosing a text I will support them in
making this decision.
 Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student behavior needs
to help keep students on task and actively engaged

Our class would have had many classroom discussions before and would be aware of the
expectations of class discussions. If needed, reminders of classroom discussion rules could be
stated. I can call on students to provide me with the expectations of discussions. Before finding a
spot on the carpet, students will be asked to make smart choices of who they sit by and if need be,
they can sit right next to me to reduce the distractions. While making sticky notes connections,
students can sit wherever they want but might be encouraged to sit at their desk if they are often
distracted.

Students will be told expectations of sticky note activity before they start. Expectations include
focusing on own work, not giving up, making sure to read the text multiple times, etc.

Extensions
Activities for early finishers that extend students understanding of and thinking about the
learning objectives by applying their new knowledge in a different way
If students finish early I will have students add to their sticky notes the reason they made the
connection they did. I want them to write on their sticky note their background knowledge they
used to make the connection. Students will get done at different times during this activity so adding
this extension will help even the time length.

Follow-up to Todays Lesson

Quick activity for review or building on todays learning that will deepen student understanding
and interconnect concepts (may be incorporated tomorrow or throughout the unit)
Students will use their knowledge in this unit for many lessons to come. Students will continue to
make connections while they read for the rest of their lives. Students will build off this knowledge
in upcoming lessons and for the remainder of this unit.
Additional Information
Any area or lesson component that may not have been covered by this format that you think is
vital to include in this lesson
A major focus of this lesson is on WHY students make connections. If students see a purpose and
reason behind making connections, they will continue to use this strategy in the future. Students will
also realize the benefit of rereading text and understand that the more times they read a text, the
more they will get out of it. I also want students to realize where these connections come from and the
background knowledge they have that connects them.

This lesson is a one day lesson that would last around 60 minutes.

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