Lesson Topic:

Class: 9 DK English
Date: November
20, 2014

Room: Block C, Miss

McVeighs
Period/Time: Periods 1-2

Reference to Subject Documentation:

Engage, through language, with their peers
and with fictional and real-life characters and
situations, to explore their own emotions,
and develop creative potential.

Skills & capabilities to be developed:

Comprehension strategies
Making textual connections

(English with Media Education; Key Element:

Personal understanding)
Learning Intentions - pupils will be able to:

Success Criteria:
N/A

Make text-to-self connections using the anchor text, The Boy in the Striped Pyjamas

Introduction:

Begin with classroom norms taking attendance and sharing of good things in our lives.
Display WALT: Make text-to-self connections.
Brief review of overarching goal (to improve our comprehension) and of last weeks goal specific goal, to
practice visualizing. Recall the sensory lesson and Sketch-to-Stretch activity. Explain that there are many
different strategies to use, and this week well be focusing on a new one: making connections.

Development:

Explain the three kinds of connections: text-to-self, text-to-world, and text-to-text.

(Scripted)
When strategic readers read, they are always making connections to other things beyond the book. Today,
were going to be practicing making text-to-self connections.
Text-to-self connections are exactly what they sound like when you relate something happening in a book or
a story back to something that happened to you. A lot of times, we do this without thinking. If a character tells
a lame joke, we might think Man, my dad says silly things like that all the time. Or if theres a storm and a
dog gets lost, we might think, Oh no! I remember when we lost my cat for three days! It was so sad! Or we
might even relate to a setting, if weve been somewhere nearby or know somewhere like it.
(Display list on board)

What does this text remind you of?

Can you relate to the characters in the
text?
Does anything in this text remind you of
anything in your own life?
These are questions that will help you make a text-to-self connection as we read today. As we make
connections, I want us to record them using this chart. (Pass out chart) Well talk about the other two kinds of
connections next week; today is just focused on text-to-self.
Ill read a little first, then model my thinking for you on how I make a text-to-self connection, using the chart.
Then well keep reading, and I will stop us at points to make a text-to-self connection and record it on the
sheet. If you cant think of a way to connect, try to use the questions on the board. We also might share our
connections with partners or with the whole class, but if it you dont feel like sharing, thats okay too! (End
script)
Begin reading aloud from chapter 9, page 95. Review that the main character, Bruno, has been at Out-With a
long time and reminisced or had fond memories of Christmas with his grandma.
On sticky-noted pages, ask students to stop and make a text-to-self connection. First time, have them record
and move on. Second time, TTYPS. Third time (if time) sharing whip. Write sentence starters on board
students have option of using them or not (This reminds me of Something like this happened to me
when I know a person like this Ive been to a place like this).

Conclusion

Round out lesson with sharing whip (hopefully). Reiterate that making text-to-self connections help us to
better comprehend or understand what we are reading, just like visualizing. Remind the students that we will
continue with other types of connections tomorrow.
Norms: ask that worksheets are put in folders and books are returned to front cupboard.

Resources:

The Boy in the Striped Pyjamas by John Boyne

Readwritethink.com Text Connections Worksheet

Homework
Purpose:
Task:

Due in by:
N/A