Baker College Teacher Prep Lesson Plan Form

Unit: Literacy Strategies Lesson Title: Questioning Grade/Period:

6th/4th
CCSS or State
Standards: CCSS.ELA-
LITERACY.RI.6.7
Integrate information presented in
different media or formats (e.g.,
visually, quantitatively) as well as
in words to develop a coherent
understanding of a topic or issue.
CCSS.ELA-LITERACY.RI.6.5
Analyze how a particular sentence,
paragraph, chapter, or section fits
into the overall structure of a text
and contributes to the development
of the ideas.

Resources and
Materials:
-News Article Hawaiian Lava
-Worksheet with space to write
items they have learned and
questions they have related to the
article.
(can be attached)

Objective: I can: read the news article, identify information learned from the
What students will know and be able article, and formulate ten knowledge expanding questions by the end
to do stated in student friendly
language (use Blooms and DOK of a 45-minute lesson.
levels for higher level thinking
objectives)

Essential Question(s): What questions can I ask of the reading to further my understanding
Over-arching questions of the lesson of the topic?
that will indicate student
understanding of concepts/skills
What is it you want the students to
learn/know? Why?

Inclusion Activity: -Discuss the previous weeks article and what they learned
Describe an activity that will ensure -Ask students what they know about lava and volcanoes
that all students and their voices are
included at the beginning of the
lesson.

Sequence of Activities:
Provide an overview of the flow of
the lesson. Should also include
estimates of pacing/timing.
-Ask students about prior knowledge regarding news article
-Hand out article
-Explain that we will be reading the article, working in groups to
determine main idea of each section, and writing down a question
for each section

Instructional Strategies:
Research-based strategies to help
students think critically about the
concept/skill
Assessment:
List both formative and summative
assessments that you will use to
assess student understanding.
Formative assessments are given
during instruction (check for
understanding), summative are after
completion of instruction (how will
you grade quiz, test, project,
paper, presentation, demonstration,
etc.).
Differentiation:
Describe who will need additional or
different support during this lesson,
and how you will support them.
Differentiated instruction could
include testing accommodations,
preferential seating, segmented
assignments, a copy of the teachers
notes, assignment notebook, peer
tutors, etc.
Summary, Integration
and Reflection:
List the way that you will bring
students together to integrate and
reflect on their learning from this
lesson
Initial plans could also contain the following:
Accessing Prior Knowledge: What data do you have about what the students already
know? What do they need to know before they can learn this new information? What do
the students know about this topic prior to instruction? How will you engage the
students, given what they already know about the subject?
Baker College Teacher Prep Lesson Plan Form
-Make sure to take notes on the overhead in order to model behavior
-Begin reading. After each section, give time to discuss, take notes,
then write a question in groups
-Share after each section main idea and questions
-Close discussion by encouraging students to determine what
questions were answered in the article and to find answers to other
questions on their own
-Collect papers from each student
Students are given a worksheet with sections headed What this
section is about to focus upon main ideas and another section
headed Questions where they will write down the questions that
they thought of during the lesson.
Formative: Students are asked at the end of each
section to discuss their thoughts on what they read.
Summative: Student worksheets are indicative of
understanding of work, including main ideas and
questions formulated. These would be graded based
on knowledge of article, completion of each section,
and validity of each question.
Some students may require a copy of the article in Spanish
Those with reading difficulties will need the article read aloud
Those with writing difficulties can verbalize their ideas to another
student in their group, who can write it down on the group
worksheet.
Having the students do group work appeared to be a challenging task
for the class during this lesson. They had a difficult time staying on
task and following the directions. After having the students openly
discuss the main ideas, the were able to formulate valid questions
that were relevant to the article that was written. Time became an
issue, and that, coupled with the students not staying on task called
for a change in plans and simply having the students complete the
task orally. The students succeeded with the questioning task,
therefore, I consider this lesson successful and complete.
 Baker College Teacher Prep Lesson Plan Form

Anticipatory Set: What will you do to grab the students attention at the start of the
lesson?

Questions to Anticipate: What questions will students be asking you during the
lesson? How will you answer them?

Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to
previously learned material? This is the summary at the end of the lesson. What did they
learn?

Homework/ Independent Practice: Based on what they learned in class, what could
they do on their own to practice the skill they learned today? Examples include practice
problems, an investigation, a game, or any other activity to apply what they just learned.

Adaptations: List alternative plans you will make during your lesson as you consider
student strengths, challenges, and possible misunderstandings.

Remediation: What else can you do/have prepared to do with the students who did not
understand the information you presented?

Enrichment: What else can you do/ have prepared for the student who totally
understood what you taught and needs to take it a step further and extend the
information taught?

Changes to Future Lessons: Use your imagination- what do you think might be places
in this lesson you might want to change/ improve/ expand on in the future?