LESSON PLAN

Name: Paola Bribiesca Date: October 19, 2011 Grade Level/Subject: 3rd/Shared Reading Prerequisite Knowledge: Text-to-self connections; using connections to understand overall story of a book and its characters. Approximate Time: 25 min Student Objectives/Student Outcomes: Students will learn about using a pronunciation key. Students will make text-toworld connections. Content Standards:
CC.3.R.L.1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CC.3.R.I.3 Key Ideas and Details: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. CC.3.R.I.5 Craft and Structure: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. CC.3.R.I.3 Key Ideas and Details: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. CC.3.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. CC.3.SL.1.b Comprehension and Collaboration: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Materials/Resources/Technology: Isla by Arthur Dorros, large paper and marker Implementation:

Time Opening of lesson: (Objectives, hook, behavior expectations) Remind students that they have made text-to-self connections and used the connections to understand the overall story and its characters. In this lesson, students will make text-to-world connections by asking: How does this story Connect to what I know about the world? These questions will help students on their background knowledge to understand and visualize what they read. Procedures: Discuss connections you make between the text and what you know about the world. Use a think-aloud to talk about how what you know about tropical islands helps you use the authors details to visualize the island

in Isla. Even if you or students have never visited a tropical island, they might have seen a television program, adverstisement, or magazine article that shows a picture of a tropical island. Have students think about how they can connect to Isla to what they know about this world. Ask them to work with a partner to brainstorm with the following prompts: What do you know about islands? How does that knowledge help you understand Isla? How do you think beaches all over the world are alike? How are they different? What are some of the languages that people around the world speak? How does knowing about the languages help you learn more about Abuela and the people on the island? Mini Lesson (Fluency) Explain that this book has Spanish words and that they are written in italics. Point out the words la isla on the first story page, and write them on the board. Explain that when you read aloud, you want to read the Spanish words correctly, so you can use the glossary on the last page to practice the pronunciations. Use the pronunciation to practice saying la isla (lah-EES-lah) Tell students that once you can say the world correctly, you can read aloud the page. Read aloud the first story page. Use a similar procedure with the Spanish words on the next page. Write them, and use the glossary to practice saying them. Then read the second story page aloud. Write other glossary words and their pronunciations. Ask students to practice saying the words. Read aloud the pages with those Spanish words. Then invite volunteers to read aloud the same pages as fluently as they can. Summary/Closing: Invite students to share some of the text-to-world connections about Isla that they brainstormed and listed. Then have students define text-to-world connections and tell why it is important to make them when they read. Encourage students to make the connections in their independent reading.

Student Assessment: Behaviors to Notice Can the student recognize a text-to-world connection? Does the student make text-to-world connections?