Book Groups: Caped Connector

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Big Idea

Today's job is Caped Connector. After reading the selection, students make their own connections, share them with the group, and record the connections of others.

Unit Introduction




Today's Focus

5 minutes


Today’s job is “Caped Connector” and the focus is on making different types of connections about the text. First, students are asked to consider how they can connect the text to their own lives. Are they like one of the characters in the book? Do they share a similar hobby or behave the same? Have they had a similar experience? Of course, they can’t say that they’ve also taken a ride on the Titanic, but maybe they’ve had a close call while sailing in a boat. Or perhaps they too have experienced a tragedy in their and lost a loved one just like our main character.

Next, students make a second connection. This can be of any kind – text to text, text to world, or another text to self connection. Have they read another book in this series and can connect the two? Does the main character in this text remind them of a character in another? Does George’s struggle to behave remind them of their own? Any type of connection is welcome here.

The final part of today’s work sheet is to record the connections made by others. This portion is completed during the group share time. As they listen to their group member’s connections, they are to record two that interest them in some way. Hopefully they will hear connections they had not considered and now have a new perspective on the reading.


Reading and Writing

30 minutes



Sharing our Thoughts

15 minutes

As students complete their focus sheets, they return to their assigned meeting area as a signal that they are ready to share their work. If they arrive early, they simply read independently until all members arrive. Once there, students take turns talking about the selection, their assigned task, and connections they can make to each other’s work.

During this time, I continue to walk the room working listening to conversations and helping to spark connections when needed. I listen in to their conversations first rather than directing it myself. I try to limit my voice in the discussion as much as possible so that students break their reliance on me as the leader. I step in only when I see them struggling to the point of stalling or to highlight and praise exceptional work. After spending a few minutes with one group, I move on to the next. It is my hope that this “check and connect” time will jump start meaningful conversations that continue well after I leave.



5 minutes
