Lesson 3: Text–to–Text Connections
Ira Sleeps Over | 310L
- Learning Goal
- Identify and describe connections between one text and another.
- Approximately 50 minutes
- Necessary Materials
Provided: Independent Practice Worksheet
Not Provided: Ira Sleeps Over by Bernard Waber, Ira Says Goodbye by Bernard Waber
will explain to students that good readers should also think about how the story relates to other stories they have read, in order to understand the story better. I will review with students that drawing conclusions about a text means we are thinking about what we already know and combining it with what is in the text. In this case, we are thinking about what we already know about other books. I will give an example of two books previously read in class. I will model making connections between the two texts in order to understand the stories better. For example, "When we read Lilly’s Big Day (from the Character unit), I remembered from reading Lilly’s Purple Plastic Purse (also from the Character unit) that although Lilly really loves her teacher Mr. Slinger, sometimes she gets angry at him when he doesn’t let her do what she wants. Remembering this about Lilly helped me understand her behavior in the story better."
Ask: How did I use one book to better understand another book? Students should respond that you thought about how a character acted in one book and used that information to better understand how the character acted in another book.
will do a picture-walk through Ira Sleeps Over by Bernard Waber. We will think about how it feels to be made fun of and remember that Ira is afraid that Reggie will laugh at his teddy bear. We will identify other books in which characters are made fun of or are afraid of being teased. For example, "This makes me think of the book Chrysanthemum by Kevin Henkes. Chrysanthemum was teased about her name and it made her sad. She didn’t like her name when people made fun of it. Ira was sad because he was afraid that Reggie would laugh at his teddy bear. People don’t like to be teased. I know from two stories now that it makes people sad to be teased."
will listen as I read Ira Says Goodbye by Bernard Waber. You will answer the question: “What did you learn about Reggie and Ira in the book Ira Sleeps Over that helped you understand the book Ira Says Goodbye better?” (Student Independent Practice provided below in Teacher and Student Materials.)
Build Student Vocabulary bothers
|Tier 2 Word: bothers|
|Contextualize the word as it is used in the story||Reggie said that nothing bothers turtles. Ira says that turtles are bothered a lot.|
|Explain the meaning student-friendly definition)||Bothers means to annoy or upset. To be bothered means to be annoyed. When Ira worries about bothering the turtles, he is concerned that he will annoy or upset the turtles by separating them.|
|Students repeat the word||Say the word bothers with me: bothers.|
|Teacher gives examples of the word in other contexts||I am bothered when my friend is late, and I have to wait. Don’t bother your father while he is watching the ball game. Try not to bother me until I am finished with my homework.|
|Students provide examples||What bothers you? Start by saying, “_______ bothers me because ____________.”|
|Students repeat the word again.||What word are we talking about? Bothers.|
|Additional Vocabulary Words||mope, perform|
Pause before reading page 21 of Ira Says Goodbye. Tell students that while sharks may not snort, their nose is very special. Sharks have a sixth sense (on top of the five that humans have—touch, smell, sight, hearing, and taste). Sharks have a special gel on the inside of their nose that helps them detect electricity. All animals emit or give off an electrical field. With a shark's extra sense, they can find hidden prey in the ocean.
Texts & Materials
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