Education Department Condensed Lesson Plan Template

Essential Question: Outcomes and Indicators: Grade 3 English Language Arts

How does personal connections with Outcome:

a text enhance comprehension? Learners will respond personally and critically to a range of
culturally diverse texts (CZ, COM, CI, CT, TF).

Indicators:
Make meaningful personal connections that enhance
comprehension
Share their connections orally and/or in writing

Differentiation:

Content:
 Provide students with extra information on personal connections and comprehension if they
have difficulties understanding the topic (i.e., information sheets, instructional videos, small
books).

Process:
 Provide extra time for students to finish. 
 Take a small group to the U table to help those students who may
need additional instruction.  
 Providing a written copy of the instruction for those who learn best through reading 
 For those students who need peer support, provide the option for students to work in pre-
selected groups by the teacher. 
 Turn on subtitles or transcript for the instructional video to allow students to read along. 

Product:
 Provide students with the opportunity to record their answers on a chrome book or through
pictures for those students who have difficulties in writing.

Assessment:
Rubric for writing journal.
Rubric for sharing skills.

Learning Experience / Lesson Outline

Hook/Opening/Lesson Intro:

The lesson will start with a viewing of the video, “Making Text Connections: Reading Strategies”
https://www.youtube.com/watch?v=R21XJMNplLU
This will prompt students thinking on the topic.

Body & Consolidation:

Body:
The lesson will start with an interactive read aloud of the story, “Saturday” by Oge. Throughout this
read aloud it will be modelled to students how readers make personal connections and form opinions
within a text. Throughout the book pauses will be made verbally express the thought process of a
reader when making personal connections. Sticky notes will be placed on the margins of the text
where a personal connection was made. This will remind readers where they made a connection in
the book. After the story is read, refer to the sticky notes to talk about how they acted as a reminder.
Reviewing each sticky note and mention the personal connection that was made and how it enhanced
comprehension.

Once the read aloud is over, ask students the following questions:
What about this text reminds you of something you have seen, experienced, or read about?
Have you ever had a day when things did not go as planned? How did that make you feel?
What did you do when things did not go as planned?
After reading this book would you change anything?
How do these feelings/experiences make you understand the book better?

Students will write about their personal connection to the book and how it increased their
understanding of the story in their writer’s notebook. As students are writing, confer with each
student about whether they liked the book and why, how their comprehension of the text enhanced
through personal connections, and their feelings about the book based on these personal
experiences.

Consolidation:
Once this is complete, students will regroup in a circle and share the connections they made with the
text and how it enhanced their comprehension.

Closure:
Okay everyone! We now have a better understanding on how to make personal connections within a
book. We are now ready to look at forming opinions about a book!

Resources & Materials Needed:

The YouTube Video, “Making Text Connections: Reading Strategies”
Paper
Pencils
The book, “Saturday” by Oge Mora

Contingency Plans, Extension Activities & Notes:

 Rubric for Writing

Not There Yet On Target Well-Developed

Generates ideas on
the topic

Includes personal
connection

Makes a connection
to comprehension

Uses voice

Provides reasoning
for increased
comprehension

Rubric for Sharing

Not There Yet On Target Well-Developed

Speaks clearly

Includes personal
connection

Makes a connection to
comprehension