Lesson # _1___ of __1_ Grade Level:2

Making connections using prior knowledge to make new knowledge

Central Focus
and experiences.

2R9: Make connections between self and text (text and other
Standard people/world)

Students will be able to make text to self, text, and world

Learning
connections by identifying key points from “The Great Fuzz Frenzy”.
Objective
• Story: “The Great Fuzz Frenzy” video
https://www.youtube.com/watch?v=-L7tX4jN9vc&t=336s from
0:00-5:37
Materials
• PowerPoint Slides
• Into Reading workbook page 122-157
• Pencils/scrap paper

The purpose of learning making connections is for students to be

Purpose able to engage in literacy and have the ability to apply it to
themselves and the world around them.

At this point, students have been introduced to “making

connections”.

Go over “making connections” with the group. Have 3-4 students

give examples of how they can make connections from the books
they read, text to others, text to world (preferably 1-2 examples for
each), to their own lives. Examples of some potential answers may
include “a book I read during independent reading reminded me of a
trip I took with my family” … etc.

Instruction Modeling:
After completing revision of making connections, pull up PowerPoint
slide with the columns chart that looks like this:

Text to Text Text to Self Text to world

Give examples in each column so that students who are still

unfamiliar with the topic can get familiarized and can draw their own
conclusions. Allow students to help with the examples to see who is
able to draw connections. Then, play the story on the smartboard
 and have students read along with the narrator. Let the class know
that this chart will be referred to while resuming the story from day
one. While the story is playing, stop and ask for examples of
connections that you can add to the chart as a group.

While the story is playing, stop to ask brief questions so that

students understand. Examples of questions may include: what are
the Prairie dogs doing with the fuzz? Why do you think they are
experimenting with the fuzz?

While students are listening/going over the story, have them stop at
certain parts of the story to turn and talk about a Text to self-
connection they can draw from the story by asking them what they
would do if they came across something unfamiliar. Would they go
near it, would they try to see what they can do with it?

Stop at page 39 for the day.

Students have been given a three-column chart on the first day of

Learning Task the story. Students will look into the story after we are done reading
for the day and look for examples they can include onto the chart.

Choose three or four students to give the examples they have found
Closing / in the story to make connections. Allow the students to use
Debrief evidence from the story such as direct sentences to give their
examples.

The following assessments will be used throughout the duration of

the lesson:
Assessments Turn and talk
Worksheet- independent activity.
Classroom discussion- based on responses to questions

Students will be presented with a worksheet that breaks apart

sentences and allows them to answer with one-word responses
Differentiation rather than writing out each piece of evidence to make connections.
Students will also have allotted space to show visuals as examples
of connections.

Gasped
Academic Frenzy
Language Battleground
Feud