All You Need To Teach Comprehension 10+
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Lesson Bank<br />
Gruesome Rhymes. Jack and Jill<br />
<strong>Comprehension</strong> focus<br />
@ Connect<br />
@ Infer<br />
@ Question<br />
Mini-lesson 1: Evaluative<br />
Thinking: PMI<br />
Before reading, activate prior knowledge by asking<br />
students to recall some nursery rhymes. Ask students<br />
what they know about the origins of nursery rhymes.<br />
Explain that there are many theories, or beliefs,<br />
about how these texts came about. Some theories<br />
suggest the rhymes were about significant events that<br />
happened at different times in history.<br />
Distribute BLM 28 and ask students to fold the<br />
page so that the rhyme is visible but the history is<br />
hidden. Ask students to work with a friend to read<br />
and discuss the rhyme, ‘Jack and Jill’, and to make<br />
inferences about its original meaning. Invite students<br />
to share their inferences. Unfold the sheet to show<br />
the remaining text. Discuss the meaning of the<br />
bold words. Have students read the remaining text.<br />
Remind them to read the meanings of the bold words<br />
again if needed.<br />
After reading, discuss this theory about the rhyme.<br />
Invite students to offer opinions about whether they<br />
agree or disagree. Ask them to infer ways of verifying<br />
or disputing this theory.<br />
Distribute BLM 42 and ask students to evaluate their<br />
thinking about this text. Invite them to share their<br />
responses.<br />
Mini-lesson 2: Making<br />
Connections<br />
Tell students that when reading or viewing, it<br />
is important to connect our prior knowledge<br />
and experiences, knowledge of other texts and<br />
knowledge of the world, to and from the text we<br />
are reading or viewing. Making connections helps to<br />
build deeper understandings of the text. Distribute<br />
BLM 43 and have students make connections to and<br />
from the text before and after re-reading.<br />
After reading, guide students to reflect on the<br />
connections they have made. Model this process<br />
by writing connections on a board or chart and<br />
modelling the thinking process: Is my connection<br />
relevant? How does my connection help me to<br />
understand this text better?<br />
For example:<br />
@ Connection to self: I know lots of nursery rhymes.<br />
This connection is relevant to the topic, but it does<br />
not help me to understand the text better.<br />
@ Connection to world: I’ve heard about a king called<br />
Henry. I think he gave an order to cut off the queen’s<br />
head. They used a guillotine.<br />
This connection is relevant to the topic because it was<br />
hundreds of years ago, like the history of this rhyme,<br />
and they used a guillotine. It helps me to know that<br />
beheadings actually happened and kings and queens<br />
could be beheaded.<br />
Ask students to re-read their connections and ask<br />
themselves the following: Are my connections<br />
relevant to the topic? How does my connection help<br />
me to understand this text better?<br />
Follow Up<br />
Investigating<br />
Have students work in pairs and use Task Card<br />
13 to extend their knowledge of the text type,<br />
and to investigate the origins of other rhymes. Tell<br />
students to check more than one source when<br />
researching to help them form an opinion about<br />
whether the history, or theory, is accurate or<br />
inaccurate. Invite students to share their findings<br />
and discuss their opinions.<br />
Questioning<br />
Explain that proficient readers ask themselves<br />
questions before, during and after reading. They<br />
know when they need clarification and they<br />
wonder more about what they are reading.<br />
Use Task Card 14 to prompt for questioning<br />
strategies.<br />
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