Lindsay Kaye OhlertCI 5646 Grammar Lesson Plan, Fall 2009Page 3 of 7
The class chorally reads the first question-answer pair from the poster.
The teacher asks the class which sentence is the question and which is the answer, then
asks the students how they can tell that “Where is Phalen Lake Elementary?” is a
question. The teacher reinforces the idea that you can tell this is a question because it
begins with a question word and ends with a question mark. “Where” and the question
mark are circled.
Students repeat the word “where” several tim
es, with the teacher
drawing students’ attention to the starting sound.
The word “where” is written
in the left column of the T-chart. Teacher asks the classwhat kind of information the questioner is requesting, calling on students and writingtheir accu
rate responses in on the right column of the chart (e.g. “Where something is,”“a place,” etc.)
Teacher asks the class to turn knee-to-knee with a neighbor for ten seconds to come up
with two “where” questions.
Teacher calls on a few students to share thei
r “where” questions.
Repeat process with the rest of the question-answer pairs. The knee-to-knee phase is notnecessary to include with every question word, only those that students seem moreconfused by.Expansion
Teacher puts students into pairs. Pairs do an information gap activity where Student Ahas a photocopied completed scene and Student B has an envelope of cutout images thatmust be arranged to match
Student A’s scene. While giving instructions, teacher models
the activity, playing the Student A role and demonstrating how to asking questions
“Where does the car go?” “How many clouds are in the sky?”
Note: the images/sceneused for this activity could be drawn from a content-area class
for example, anillustration from a Greek myth, as students are discussing ancient Greece in SocialStudies.
Time permitting, students switch roles, using the same cutouts but a different completedscene.
Assessment and Feedback:
There are two types of errors students are likely to make during these activities: using thewrong wh- word and ordering words incorrectly/leaving words out when asking questions. If theteacher hears a student using the wrong wh- word, s/he should make an explicit correction or
request the student reformulate (e.g. “If you’re asking about a person, do you use “what” or “who”? That’s right, “who” –
please ask the question again”). On the other hand, if studentsmake mistakes such as incorrectly ordering the words or leaving out the operator, since today’s
focus is meaning, not form, during the focused learning phase the teacher may simply recast.The teacher can informally assess by listening to students during the e
communication task. At the end of the week, students will take a formal assessment paper-and-pencil quiz, which will include a section where they match wh- questions with appropriatefactual responses.