BACHELOR OF EDUCATION
LESSON PLAN SAMPLE
Lesson Name or Number:
Lesson Plan for Making Connections
Name:
Subject:
Language Arts
Date:
Grade(s):
2
Rationale: To teach the students how to recognize and identify connections between their lives and the literature they read.
The ability of making connections will strengthen the students in their reading and comprehension skills.
{BIG IDEAS): *found at https://curriculum.gov.bc.ca/
Engaging with story and text, shapes and reflects our identity and develops our understanding of self and others
Prescribed Learning Outcome(s):
B6: use strategies during reading and viewing to construct, monitor, and confirm meaning, including:
 predicting and making connections
{Learning Standards – Curricular Competencies): *found at https://curriculum.gov.bc.ca/ Students will be able to...

Draw on prior experience and knowledge to make connections
{Learning Standards – Concepts and Content): *found at https://curriculum.gov.bc.ca/ Students will know and
understand...

A variety of fiction and non-fiction texts
Instructional Objective(s): The student will be able to (TSWBAT)....
 Realize connections between their personal experiences and certain parts of the story.
 Define what a connection is by placing their sticky note on the board under the situation from the story that they make a
connection with.
 Judge which connection from the book is the strongest as they only get to place one sticky note up on the board.
Prerequisite Skills and Concepts:
 Students need to have understood what a “connection” means from previous lesson.
Materials and Resources:
The teacher will use ...
 sticky notes, one for every student.
 the Scaredy Squirrel story written by Mélanie Watt.
 chalk to write the situations on the board.
 a checklist to assess if every student has completed the task of making a connection.
 extra pens or pencils to ensure that every student has a writing utensil to write their name on a sticky note.
What will the teacher do before the lesson?
What will the students do before the lesson?
The teacher will teach a connection lesson the day
The students will attend the lesson from the previous day on
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BACHELOR OF EDUCATION
LESSON PLAN SAMPLE
before so that the students have an idea of what a
connection is.
The teacher will acquire and pre-read the book, Scaredy
Squirrel by Mélanie Watt so that they know what content
is in the story.
connections and will have an idea of what a connection is.
The students will read the situations on the board and have an
understanding of them before the teacher reads the story.
The teacher will buy sticky notes and distribute one per
student before the lesson.
The teacher will write situations from the book up on the
board so that the students can read them before the
lesson begins.
Lesson Activities:
Teacher Activities
Student Activities
Time
Introduction (anticipatory set):
The teacher will announce that he/she is going to read a
very interesting book to the class. The teacher will hold
up the book while he/she excitedly states this.
Body:
The teacher will recap briefly the lesson from yesterday
that was on connections.
The teacher will bring the class’ attention to the situations
on the board and read them aloud so that the students
understand each phrase.
The teacher will get every student to write their name on
the sticky note that is on their desk.
The teacher will explain to the class that he/she is going
to read through the book Scaredy Squirrel written by
Mélanie Watt. He/she will tell the class to look for
connections between their lives and the story. The
instructor will refer to the situations on the board and
explain to the class that they will have to place their one
sticky note under the situation on the board that best
relates to their connection in the story. The teacher will
make sure to note that they will all get a turn to place
their one sticky note on the board at the end of the story.
The teacher will begin to read Scaredy Squirrel
and will stop after each page to discuss the situations in
the book and how they might connect with the student’s
lives. This will encourage and assist students that are
finding the making connections task difficult.
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The students will be excited when they find out what
book is going to be read to them.
1 min.
The students will remember the lesson from yesterday
and understand to the best of their abilities the concept
of making connections.
2 min.
The students will listen to the teacher read the
situations on the board and will ask if they have any
questions in understanding the phrases.
1 min.
The students will take a pencil or pen and write their
name on the sticky note on their desk.
15 sec.
The students will listen attentively and understand the
rules and expectations that the teacher is listing off for
this lesson. The students will ask questions, as
prompted by the teacher if they do not understand what
they are supposed to do with their sticky notes.
4 min.
The students will listen to the story attentively and also
listen to the prompts that the teacher is giving at the end
of every page. The students are also looking at the
situations on the board and noticing that they
correspond to the parts in the story. The students will
make connections with certain parts in the story.
15 min.
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BACHELOR OF EDUCATION
LESSON PLAN SAMPLE
The teacher will finish reading the story and then ask the
students to come up to the board and place their sticky
note under the strongest connection that they felt from
the story. The teacher will instruct the students to take a
seat after they have stuck their sticky note on the board.
The students will take their sticky note and go up to the
front of the classroom and place their note under the
situation in the story that produced the strongest
connection. The students will return to their seats after
they have placed their sticky note on the board.
Closure:
The teacher will reference the blackboard and ask the
students which situations had the most connections. The
teacher may want to find the high-connection situations in
the book and re-read the pages. The teacher will
comment on how interesting everyone’s connections to
the book are.
The students will observe the sticky notes on the board
and will respond to the teacher’s questions on which
situations have the most sticky notes and connections.
The students will listen to the teacher re-read parts of
the book that correspond to the connections that were
made by the students.
2 min.
4 min.
{Aboriginal Connections / First Peoples Principles of Learning}:
* found with the “Overview” for each curriculum plus…
http://www.bced.gov.bc.ca/abed/principles_of_learning.pdf and
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/aboriginal_education_bc.pdf

Learning is holistic, reflexive,
connectedness, on reciprocal relationships, and a sense of place).
experiential,
and
relational
(focused
on
Universal Design for Learning (UDL) and Differentiated Instruction (DI):
The teacher may have to read the story very slowly and with lots of encouragement and suggestions at the end of each page
as every student learns at different levels. Some may make connections right away, and other may need a little bit more time.
The teacher may have to assist students that did not attend the lesson the previous day on connections. He/she may need to
include more encouragement and suggestions in order to assist these students.
Organizational Strategies:
The teacher will put a sticky note on each desk. The teacher will have extra pens/pencils for anyone who needs one. The
teacher will have situations printed on the board before the lesson begins. When called, students will go to the board to place
their sticky notes.
Behavioural Management Strategies:
The teacher will give clear explanations and leave lots of room for questions so that the students know what task they are going
to be doing and will not misbehave because they are unsure of the lesson. The teacher will be very clear in explaining that the
students are not allowed to play with the sticky notes while they are on their desks or else they will get taken away. The
misbehaving student will then have to ask the teacher to return their sticky note so they can place it on the board. The teacher
will make it very clear that every student will have a chance to place their sticky note on the board to prevent a huge rush to the
front. The teacher will also make it clear that the students will have to wait until the story is over for them to place their sticky
note on the board. This will prevent distraction from other students who are listening to the story.
Assessment and Evaluation:
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BACHELOR OF EDUCATION
LESSON PLAN SAMPLE
The teacher will have a checklist made so that he/she can check to see if each student has placed a sticky note on the board
and therefore has made a connection. The teacher will start a small discussion at the end of class when they all look at their
sticky notes on the board. This will help other students to possibly make further connections with the story.
Extensions:
The lesson could be extended into the next day as the students could be asked to write a small paragraph on the connection
they had in the book. Another extension would be to get the students into small groups or pairs where they could verbally
share the connections they felt between the story and their lives. This extension would allow the teacher to see, and the
students to elaborate on, the connections they made with the story.
Reflections (if necessary, continue on separate sheet):
I feel that this activity is a productive and useful lesson as making connections can be challenging for many
students. The sticky notes create an interactive level for the students as they get to move around at the end of the story. At the
end of the lesson, the teacher and students get to elaborate on the activity through discussion. This will assist other students in
making further connections into the story.
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