Design for Learning

Instructor: CaDric Moulton

Lesson Title: Lets Make Connections
Curriculum Area: Language Arts

Grade Level/Cooperating Teacher: 4th grade

Date: April 15, 2016
Estimated Time: 40 minutes

Standards Connection:

7.) Make connections between the text of a story or drama and a visual or oral
presentation of the text, identifying where each version reflects specific descriptions and
directions in the text. [RL.4.7]
Learning Objective(s):
Students will be able create connections when given a passage from a book to read and will be
able to create a visual representation from the text.
Learning Objective(s) stated in kid-friendly language:
You will be able to make connections when reading a passage and will be able to draw a picture
related to the passage.
Evaluation of Learning Objective(s):
In order to assess the students learning the teacher will give students a passage from the book
Charlottes Web. The students will be given this passage to read independently. Once they have
completed reading their passage they will complete a visualization worksheet. This worksheet is a
sketch to stretch. Students will be expected to complete the worksheet and turn it to the teacher.
The teacher will then discuss the importance of visualization and ask students to share what the
noticed and what they drew related to the passage
Engagement:
Good morning class, today we are going to be learning about different comprehension strategies
to help us with our reading. We are going to work on connections, which I know we have been
learning about before and we are going to work on visualization. When we read we want to make
sure we are taking in all the knowledge we can. We also want to make sure we are able to
comprehend our reading. We have been learning about connections. Can someone tell me why
connections are so important? The teacher will give students the opportunity to response. Great
connections help us relate to the text. I know we have been practicing connections by using textto-text, text-to-self, and text-to-world. Today we are going to talk about what those really are and
why they are important. We are also going to talk about visualization. Does anyone know what
that word means? The teacher will give students a chance to think before calling on students.
Thats a great thought I want you to keep that in mind. So when you read a book and look at the
pictures and they have no words how do you normally know whats going on in the story? The
teacher will call on a student raising their hand. We depend on the pictures to tell us whats going
on. Pictures can tell us a lot about a story even before we read the words. Just like to can
understand a lot about words without even having a picture in front of us. When we read chapter
books not all of the books have pictures right? Right, they just have words. When we read a really
good book we are able to imagine what it is that is going on in the book and we create our own
characters and everything just based off of the words that we read. When we do something like
that we call it visualization. The teacher will transition to the teaching portion of the lesson.
Learning Design:

I. Teaching:
The teacher will begin the lesson by discussing the importance of reading and making
connections when reading. Good morning class, today we are going to work on reading
skills and strategies. I know this is a topic that we have become very similar with but we
are going to practice this skill more today. When we read different passages, or books we
read them for comprehension. There are many ways to work on our comprehension.

Before we begin can someone tell me what comprehension means? The teacher will call
on students who are raising their hand. Right! Comprehension means we understand what
we are reading. We know that we are comprehending what we read when we are able to
paraphrase it and when we are able to visualize what it is we read. So, today class we are
going to practice our paraphrasing skills and learn about visualization. We are going to
begin by reading a passage from the book while we are reading we are going to stop and
talk about different parts of the book and see if we can make connections to it. Remember,
we are paying close attention to the story and are going to make connections to our
reading. Does anyone know what visualization means? It means we are able to actually
picture in our minds or draw out what it is we are reading. When we read something we
should be able to have an image of it in our minds. Since not all books have pictures we
have to create what the author has written into pictures. I know some of you read a lot of
chapter books. When you are reading you have created a picture in your mind how you
imagine the scene you are reading or how the character looks. Have you ever read a
book and then went to see the movie and while you are watching it you notice that some
of the characters and parts of the book arent the same as what you created? Yes, I have
too and sometimes it makes me a little upset. While we are reading today we are going to
stop a new times and talk about what is going on and how we are picturing it in our
minds.
II. Opportunity for Practice:
The teacher will read a passage to students together they will paraphrase what is going on
in the passage. Once students are done discussing the passage the students will discuss
any connections they made to the passage. The teacher will lead students through
different connections they may have with the passage. Now, we to practice our
connection skills I am going to read to you some of Charlottes Web. I am only going to read
apart of it. While I am reading we are going to stop and see if we can make any connections
while we are reading. Does everyone understand? The teacher will gage students responses.
Great! The teacher will begin to read the book to the students. While the teacher is reading she
will periodically stop and ask students questions about the text and will encourage the students to
ask questions while she is reading. The teacher will ask questions similar to the following:
What have you all noticed about Wilburt?
Where do you think this part of the book is taking place?
Wilburt seems scared? Why is that and do you have any connections with the feelings he is
having?
Do you have any connections?

Once the teacher has completed the section of the book she was reading aloud to students
she will fill in the connections chart with the students. Ok, now that we have completed
reading this section for today lets review some connections we made and see if we can
place them in our connections categories. The teacher will go through each category and
discuss connections that could be made. Once the teacher has been through each category
she will transition to the assessment portion of the lesson.
III. Assessment
The teacher will begin the assessment portion of the lesson. Great job class! Now I am
going to give you the opportunity to work on your own to make connections and to
visualize. I am going to give you a passage to read that is similar to one that we have
read together. Once you have read the passage you are going to come up with several
connection. The teacher will pass out the passage to the students. Class, this is the
passage that you will be reading. Once you have read your passage you will fill out your
connections worksheet. This worksheet has Text-to-text, text-to-world, or a text-to-self.
You need to have one connection for each category. If you cannot think of a connection
than you need to have a total of three connections in each category. So, when you are
done you should have a total of three connections. The teacher will give the students a

copy of the connections worksheet. You all should have a copy of the connections
worksheet. Once you are done with that you can work on your visualization. It is a sketch
to stretch. You will complete this based on the passage you are reading as well. On your
sketch to stretch you can also but words on it that describe what you read. Does everyone
understand what theyre doing? So, when you are done you will turn in two pieces of
paper, your sketch to stretch and your connections sheet. The teacher will then dismiss
the students to their desk.
IV. Closure:
The teacher will conclude the lesson by reviewing the work the students have completed.
Great job today class! We have really learned a lot today about visualization and
connections. I am really proud at how hard you have worked. Can someone tell me again
why visualization is so important? The teacher will call on a student that is raising their
hand. Right! It helps us understand what the author is saying and imagine it. Class,
visualization is so important when we talk about comprehension. In order to understand
books and passages it helps to be able to imagine what it is the author is trying to tell us.
We all view things differently but overall we are able to use the information the author is
trying get us to understand.
Materials and Resources:
Text to text worksheet
Charlottes web passage
Visualization worksheet
Clipboards
Pencils
Markers
Highlighters
Charlottes web
Differentiation Strategies (including plans for individual learners):

Students who need extra guidance will be worked with in a small group setting. The
teacher will read the text with the student to ensure the student is able to comprehend the
information.

Data Analysis:
All students were able to complete the worksheets when given time after the practice portion of
the lesson. They were able to improve their reading skills and connect the reading to other
concepts. At the end of the lesson students were asked to explain visualization and connections,
which they showed a great understanding in.
Reflection:
I believe that this lesson was very effective in helping students understand connections and
visualization. Students were able to complete the connections worksheet and the visualization
worksheet very well. The classroom teacher was very pleased with this lesson and think that the
students need to have time to practice reading strategies more often. This was a way for students
to enjoy reading and learn how to improve their reading skills in a more effective way.

Samford University

Design for Learning