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Teacher Education Lesson Plan Template

Teacher: Emily Brannock Date: 3/1/18

Title of Lesson: Ask & Answer Cooperating Teacher: Allison Larranaga


(Comprehension)

Core Components
Subject, Content Area, or Topic
Language Arts: Fiction Comprehension
Student Population
49- 4th grade students
Learning Objectives
Students will ask and answer questions generated during reading.
Students will analyze and examine text to find important details and events and make inferences.
Students will support their answers with prior knowledge and text evidence.
Virginia Essential Knowledge and Skills (SOL)
ELA.4.5.8 Ask and answer questions about what is read.
ELA.5.4.1 Use context to clarify meaning of unfamiliar words and phrases.
Materials/Resources
The Bat Boy and His Violin by Gavin Curtis
Anchor Chart Paper
Computer, Online Forum
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return


Identifying Similarities & Differences 45%
X Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
X Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%

DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE


RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
Audio Visual 20%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
X Reading 10%
X Lecture 05%

Safety (if applicable)

Time
(min.) Process Components
*Anticipatory Set
Teacher will remind students of the other comprehension strategies that have been used so far.
Summarizing being the past two days. Teacher will explain what readers do to comprehend a story.
Teacher will create an anchor chart that will discuss important reading comprehension strategies.

Comprehension Student Definition (I can) What Readers are thinking...


Strategies

Making I can connect what I know -Does this remind me of something?


Connections with what I am reading. -Do I know someone like him/her?
-What do I already know that will help me
understand what I’m reading?

Predictions I can think about what’s -What do I think will happen next?
going to happen and make -Since _____ happened, I think _______
predictions based on what I will happen.
know and what I have read. -I’m guessing this will be about ____.
-This title/heading/picture makes me think
_______.
-Although the author hasn’t told me this, I
think ______.

Questioning I can ask myself questions -What is the author saying?


when I read. -Why is that happening?
-Is this important?
-This makes me wonder ____.

Monitoring I can stop and think about -Is this making sense?
my reading and I know -Do I need to reread?
what to do when I don’t -What does this word mean?
understand. -What text clues help me fill in missing
information?

Summarizing I can identify the most -This story is mainly about ____.
important ideas and restate -The author’s most important ideas were
them in my own words. ______.
-What are the key words?
-How does the text’s organization help me?

Visualizing I can picture what is -What are the pictures that come to mind
happening while I read. while I’m reading?
-What do I hear, taste, smell or feel?
-What do the characters, setting and the
events look like in my mind?
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
*State the Objectives (grade-level terms)
I can ask questions that will help my comprehension while I am reading.

*Instructional Input or Procedure


The teacher will ask students to think about the times they are most likely to wonder about
something and ask questions. Answers will probably include such situations as when they
do not understand something, when they need clarification, when they are wondering
what a word means. Remind students there are many things “good readers” do and one is
to ask themselves questions and/or think “I wonder...” about a text while reading it.

The teacher will explain to students that there are GOOD questions (and not so good
questions) that help in understanding a story. You will be focusing on asking and
answering two specific types today:
● Questions that are “Right There” (the answers are stated in the text, or they
can be found in a dictionary, etc. – these are low level questions and are
literal in nature).
● Questions that are “Think and Search” questions (these questions require
using text evidence and what you already know to form an answer – this
leads to the skill of inference – these are interpretive, and higher-level
questions).

The teacher will tell students to open the online forum for them to write down their
questions as a class. Students will participate in the online forum by posting right there
questions and think and search questions. Teacher will tell the students that as a class
the questions will be discussed.

The teacher will show cover of The Bat Boy and His Violin. Build background - Explain
that the story takes place in 1948 when segregation was a way of life in many parts of the
US. Ask – What do you think you know about segregation? If necessary, explain that
segregation, or the practice of keeping people of different racial groups apart, was
practiced throughout the US until the mid-1900s. Some states in the South had laws that
required blacks to attend different schools from whites and to use separate public
facilities, like restrooms and drinking fountains. Also, during the 1940s, professional
baseball was also segregated. Black players, unwelcome in the Major Leagues, played in
the Negro Leagues. In 1947 Jackie Robinson became the first black player to play in the
Major Leagues.

The teacher will read the story slowly and clearly showing the illustrations and stopping at
the pre-marked stopping points. Model asking question by using the suggested questions
provided. Generally - the first question listed is “Right There” and the second is “Think and
Search.” The teacher will play some clips of the music that is referenced in this story –
Swan Lake, Mozart, Minute Waltz

The teacher will repeat this procedure for each chunk of the story.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
The students will generate questions. Students write their questions on the online forum
when the teacher pauses between pages. Questions from the online forum will be
recorded on chart paper. The class will identify different questions as table groups and
discuss “Right There” question and show how you go into the text to answer it. Students
will complete the same process and identify a “Think and Search” question. Model using
what you know and the text as evidence to formulate an answer.
At the end of the read-aloud, have students ask/answer any additional questions they may
still have. Help clarify answers for them.

Model end of story questions:


What conflicts or problems occur in the story?
How do the characters respond to those problems?
Who changes in this story? How? Why do you think that character changes?
Ask students to state the purpose of generating questions during the read aloud. Explain
to students that the things readers wonder about a particular text may be different. It all
depends on the background knowledge the reader brings to the reading of the text.
Nevertheless, all readers should always ask questions as they read because it helps them
become better readers.
*Modeling
Teacher will model think aloud while reading the story. Teacher will model explaining the
differences between right there questions and think and search. Teacher will model active
reading.
*Check for Understanding
Teacher will check for understanding through student conversation and questions that
students write on the online forum.
*Guided Practice
Students participate in the online forum. Students listen to the teacher reading the story
and type questions that come to mind. Teacher will model asking good comprehension
questions while reading.
*Independent Practice
Students will continue practicing active reading and writing questions while during
independent reading time.
Assessment
During the lesson, the teacher will have the opportunity to circulate and listen-in as students
share/verbalize their questions and discussions with a partner after modeling several examples.
After the lesson, the students will be required to record questions generated from the text and/or
cite text evidence to support answers. Teachers can design an exit ticket based on what she wants
to learn about her students. If the teacher feels the students have had enough instruction on the
objective to take a proficiency grade, he or she may use this exit ticket as a summative assessment
although it should still serve as data that will inform future instruction.

*Closure
The teacher will bring closure to the lesson by restating the learning target and how it helps us as
readers to understand the story we are reading. Generating questions helps us to better think about
the story as it is being read and helps us to deepen our understanding of a story. Being able to
combine our questions with text evidence is a reading strategy that good readers use..

TSW: Think about and discuss the following questions…


● How did generating questions about the characters and their feelings or traits help you to
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
understand this story?

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).


Differentiation should be determined by the teacher based on his or her students’ needs and data.
Differentiation can be addressed in the amount of scaffolding/support that is provided for students as they are
asked to generate questions. Options follow:
● Questions - Students can be given questions that they then have to support with specific, accurate
text evidence, or they can generate questions on their own and support the answer with specific,
accurate text evidence
● Students will generate questions independently or with a partner
● Students will generate questions verbally or in writing
● Students will generate questions with or without a question stem providing the explicit terminology
of the learning target
Classroom Management Issues (optional)
Teacher will monitor that students stay on task. Teacher will monitor online forum to make sure
students do not make inappropriate comments.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015

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