Sample Teaching

Sample Lesson Plan:

Teacher: Eleanor Cruise	Location: Alameda Elementary School
Class/ Topic: Reading (questioning)	Time: 1:15
Grade Level: 5	Date: 2/4/2015

1.       Overview- In this lesson the students will be working on developing questions that help them further their understanding of the text. We will be reading The Wretched Stone by Chris Van Allsburg as a class and tracking our questions before, during, and after reading the text. Following a discussion on the questions that arose during our first reading, we will reread the story, paying attention to which questions are answered directly in the story and which we need to think more deeply about. The students will then apply the same strategy in their lit. circle groups.

2.       Goal- Students will be able to ask questions that help strengthen their understanding and comprehension of texts.

Rationale- This lesson is designed to make students aware of the questions that run through their mind when they read as we read a text together and then later on in independent practice. By asking questions, students are challenged to think more deeply about what they are learning.

Standards- This lesson will address the following standards:

·         RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

·         RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

·         RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.

·         RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text.

·         W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

·         SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

·         L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

(http://www.corestandards.org/)

3.       Objective(s)- Content:

1)      The student will be able to identify different purposes for asking questions while reading (e.g., clarifying meaning, wonder about the text yet to be read, question the author, etc.).

2)      The student will be able to track their questions before, during and after reading.

3)      The student will be able to determine where to locate different types of questions.

4)      The student will be able to apply questioning strategies used as a class in their literature groups.

4.       Resources- You will need the following materials for this lesson.

·         The Wretched Stone by Chris Van Allsburg

·         Lined paper for each student

·         Pencil for each student

·         Elmo, to show example paper and book

·         Literature circle books

5.       Modifications/ Accommodations- Various accommodations can be made for students at all levels and for different learning styles.

·         We will read the text twice in order to allow students more time to process ideas in the story.

·         Visual learners will benefit from organizing their questions into the before, during and after chart.

·         Partner and group discussion with aid auditory leaners.

·         Students with lower comprehension skills can focus on clarifying questions that can be answered by the text.

·         Students with more developed comprehension skills will focus on more advanced questions that do not have a definite answer

6.       Procedure

1.       Start a discussion with the class about why it is important to ask questions when we read:

·         Are the questions we have always answered in the text?

·         Why should we ask questions if we might not find the answer?

·         What are some different types of questions we can ask (clarifying meaning, wonder about the text yet to be read, determine an author’s intent, style, content or format, focus attention on specific components or features, locate a specific answer in the text, ask rhetorical questions)?

·         Where can we find the answers to questions (right there questions, think and search questions, author and me questions, on my own questions)?

·         When should we be asking questions (before, during and after)?

2.       Show the class the cover of The Wretched Stone (use the ELMO if necessary) and explain that we will use the story to practice questioning.

3.       I want you all to take out a sheet of lined paper and divide it into three sections. The top section will be labeled before, the middle section during and the bottom section after. At the very top of the page write questions from The Wretched Stone.

4.       Now that you have your paper set up, I want you to take a couple minutes to brainstorm some questions you have before we read this story. Write them down in the before section. Take time to share questions as a class.

5.       I’m now going to read The Wretched Stone out loud. I’m going to stop every couple pages. When I pause I want you to take time to write down any questions you have about the story. The questions can be about anything you want, what is going on, things you’re confused about or choices the author made. I want you to wait until the end of the book to share your questions.

6.       Now that we’ve read the story I want you to write down any questions that you still have about the book. Now turn to your partner and share the questions you wrote down. Would anybody like to share their questions?

7.       Now that we’ve thought about what questions we have let’s see if we can find any of the answers. I’m going to read through the story again and if one of the questions you had before gets answered, write an A next to the question. If you have any new questions, write them down on your sheet. Again, save your questions until the end.

8.       I want you all to think about where the answers to your questions were. Were the questions answered immediately after they came up? Did they get answered later in the text? Could they be answered by the author or by you? Have students share an example of each type of question.

9.       How did looking at your questions help you better understand what you read? When are some other times you can use this strategy.

10.   Have students use before, during and after charts in their literature circle group.

7.       Assessment (Pre-, Formative, Summative)-

-The pre-assessment for this lesson will occur in the initial discussion about how questions are used to help develop deeper understanding when reading. I will be able to see how aware of their thinking when they read. I will focus on different purposes of questions as well as where to find answers.

- The formative assessment will occur as the students track their questions on the before, during, after chart while reading The Wretched Stone. I will watch to make students are engaged and following along with the story. Further feedback will be given when students share their questions after the first reading.

-The summative assessment will occur in two forms. First, the post discussion will help me see how students better understand different types of questions and how these questions help their understanding. Second, the students will be asked to repeat the process on their own in literature circle groups which will help me see if they grasp the concepts independently. I will check the before, during and after charts they create for their lit. circle books in our weekly meeting.