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Subject: Communication Arts |
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1. Topic-
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Hero: A Study of Comprehension Skills |
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2. Content-
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3. Goals: Aims/Outcomes-
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1. Students will variety of technological and information resources
to gather and synthesize information and to create and communicate
knowledge.
2. Students will apply a wide range of strategies to comprehend, interpret,
evaluate, and appreciate texts. They draw on their prior experience,
their interactions with other readers and writers, their knowledge
of word meaning and of other texts, their word identification strategies,
and their understanding of textual features.
3.Students read a wide range of literature from many periods in many
genres to build an understanding of the many dimensions of human experience.
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4. Objectives-
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Students will be able to:
1.Learn and apply the comprehension strategy of making connections.
2. Define and understand the three types of connections (i.e., text-to-self,
text-to-text, and text-to-world).
3. Make connections and react to various texts using a double-entry
journal. |
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5. Materials and Aids-
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Book: Krull, Kathleen. (2003). Harvesting Hope: The Story of Caesar
Chavez. New York: Harcourt Children's Books.
Computer with Internet access.
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6. Procedures/Methods-
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A. Introduction-
Explain the strategy. Explain to students that there are three main
types of connections that we make while reading texts. Use the making
connections posters while discussing each type with students. |
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B. Development-
1.Demonstrate the strategy. Display a blank copy of the Double-Entry
Journal and demonstrate how to use this technique. Explain to students
that, in the first column, they should choose a quote or situation
from the text that they can react to. Then, in the second column,
they should record their reaction.
2.Reinforce the fact that these reactions should make a connection
between the text and themselves, another text, or the world. (Refer
back to the making connections posters during this demonstration and
discussion.)
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C. Practice-
1.Read aloud the first few pages of Harvesting Hope and model the
process of completing the double-entry journal.
2.Guide students to apply the strategy. After reading several pages
of Harvesting Hope and modeling the process, have students begin offering
their reactions to the text as a way to practice the technique together
as a class. Have students take part in completing the double-entry
journal together.
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D. Independent Practice-
1.Practice individually or in small groups. Divide students into
groups of three. As you continue reading the story, stop every few
pages and ask students to record their reactions to the text on their
own copies of the double-entry journal and then share their reactions
with their group. Continue reading and stopping periodically for reactions
until the story is finished.
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E. Accommodations (Differentiated Instruction)-
Adapt this lesson and have students practice the making connections
strategy with other texts. With continued practice using the double-entry
journal, students should be able to apply the technique independently.
Access and use other lessons based on the Guided Comprehension Model
to teach additional comprehension strategies.To extend the activities
in this lesson, students may want to do further research on the life
of Caesar Chavez or the Migrant Farm Workers of America.
Ask students to use the Venn Diagram: 2 Circles to compare and contrast
the life of Caesar Chavez with another civil rights leader, such as
Martin Luther King, Jr.
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F. Checking for understanding-
1. The assessment for this lesson can be done informally by asking
students to respond to journal prompts.
2.You can also assess students' understanding of the making connections
strategy using the double-entry journals that they completed during
the lesson. Assess the double-entry journals for completeness of connections;
be sure that students are making authentic, rich connections and that
they are using all three types of connections to build their comprehension.
3. Ask students to share with a partner examples of each of the three
types of connections they made to a text. Have them also record these
connections for assessment of their understanding of each type.
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G. Closure-
Reflect. Gather students as a whole class to discuss the process
of making connections. Ask students which types of connections were
the easiest and the hardest to make?
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7. Evaluation-
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1. Writing progresses over time with the addition of new comprehension
connection strategies.
2.Double-Entry journals can be kept from story to story to monitor
student progress and implementation of strategy. |
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