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Adapted Madeline Hunter Lesson Plan Format

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson

CCSS.ELA-Literacy. RL. 1. 1
Ask and answer questions about key details in a text

Learning Objectives/Goals and Duration

The lessons objectives and learning outcomes appropriate for meeting curricular and student
needs; What will the students be able to know/do by the end of the lesson? Include the duration
(number of minutes) you estimate the lesson will take.

How do students know what questions to ask?

By the end of the lesson students will be able to be active readers in regards to asking multiple types of
questions while reading, and knowing what questions they should ask to better understand a text.
(lesson will take about an hour)

Students will know what types of questions to ask to better understand relationships and friendships.

Resources and Materials

List of materials used in the planning of and during the instruction of the lesson

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-Handouts with examples of different ways to ask questions (1 per student)

Is this about? What is a?
I wonder? Why?
What does (insert word or phrase from
reading) mean?
How come? How could?

-
-Question and understanding two-column chart (two large class charts along with one 8x8 size chart for
each student)

Question How it helps

me better
understand the
text

- Pink and Say by Patricia Polacco

- No English by Jaqueline Jules

- The Sandwich Swap by Rania Al Abdullah

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Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning
There will not be technology in this lesson. However, audio recordings or any other type of technology
that would provide all students with the best opportunity to learn will be provided if necessary.

Instructional Input
What knowledge is required for you to impart to students in order for them to achieve the
objective or purpose?

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- I must model for my students how to ask questions that help us better understand the text (model
through a read aloud with Pink and Say) while asking questions about the text out loud during my reading.
Examples of questions: how did Pink and Say find eachoter?, Why is Pinks mother willing to help
Say?).

- After the read aloud and question modeling, we would have a whole-class discussion where I would ask
and explain to the class how the questions I asked helped us understand the text better. We would record
this information on a class two-column chart (picture in material section).

-Its necessary to provide students with examples of different ways they can ask questions in order to
address the purpose of being able to ask many types of questions. To do so I would pass out the question
handout that I included a picture of in the materials section, share examples of ways we could fill in these
uncompleted questions, and ask students if they can think of any other ways we could ask questions that
the class could add to their handouts.

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Checking for Understanding

How will you monitor students learning? If you are using questioning, provide examples of
questions you will use.
-I will check for students understanding by having them fill out their own two column chart (including a
question and how it helps us better understand the text) during their independent practice, and have
students turn those in at the end of the lesson. On each individuals chart I will look for multiple types of
questions being asked, and will observe their explanations of how the questions they asked helped them
understand the text.

-I will also ask many questions throughout the lesson to monitor students learning.
Ex. What are some questions you are asking?
Are you asking different types of questions? If so, what types of questions?
How are your questions helping you better understand the text?
Can you think of any other questions you could ask to help you better understand the
reading?

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Guided and Independent Practice

If relevant, what activities will the students engage in under close teacher monitoring and
direction? What activities will the students engage in without teacher supervision?
Guided Practice
-After the modeling of the questioning concept I will then read aloud the story, No English
-Students will participate in a class think aloud where I will stop after every few paragraphs to call on one
or two students who have their hand raised to ask a question
-We will write down these questions on the second two-column class chart
-Following the reading we will pick a few of the questions as a class to fill out the second column for and
explain how each of the questions helps us better understand the text

Independent practice
-I will have students access the Sandwich Swap on their Ipads, along with passing out 8x8 size two-column
question charts (1 per student)
-Students will read the short story and independently fill out their charts to turn in at the end of the lesson
-During this assessment students will be able to reference their different ways to ask questions handout

Closure
How will you bring the lesson to close? Are there key points of learning you need to review,
clarify, or check? Closure may not be synonymous to an ending point of learning.

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I will bring the lesson to a close by having a clarifying discussion with the class about how comfortable we
feel with asking questions. I will check with the class by asking the students to put a thumbs down if they
arent comfortable yet with asking questions, a halfway thumbs up if they feel that they are getting there,
and a thumbs up if they feel pretty comfortable asking multiple types of questions to understand a text. I
will make sure to emphasize that this is the beginning of our questioning unit and that all three of the
different thumb positions are totally ok. I will conclude the lesson by passing out laminated questioning
Thinkmarks that students can use as a bookmark to remind them that they should always be asking
questions. Students will be able to think about how to ask questions specifically relating to relationships
and friendships, which will provide practice for questioning situations in real life.