Wesleyan College Lesson Plan Template - Revised 1/2/2014

Educating Exemplary Teachers

Name: Antiqua Johnson

Date: 11/3/14

Title of Lesson: Questioning as a Reading Comprehension Strategy

Grade Level: 5th
Time Frame: 35 minutes - Lesson #1

EDR: 390

Rationale / Purpose for Lesson:

It is important for students to become proficient readers through the use of questioning. Students should
learn to ask themselves questions to guide their thinking and giving purpose for reading to further
comprehension skills.

Summary of Lesson:

(Brief description of the lesson)

The teacher will demonstrate questioning as a read aloud strategy, displaying the proper use, structure,
and purpose for using this reading strategy. The students will be asked to form questions before, during,
and after the read aloud experience.

STANDARDS
SUBJECT AREA STANDARDS
IRA/NCTE/NSTA/NCTM/NCSS
(Circle the one that applies)

1. Students read a wide range of

literature from many periods in many
genres to build an understanding of
the many dimensions (e.g.,
philosophical, ethical, aesthetic) of
human experience.

2. Students apply a wide range of

strategies to comprehend, interpret,
evaluate, and appreciate texts. They

GEORGIA COMMON CORE

STANDARDS OR GEORGIA
PERFORMANCE STANDARDS
1. CCSS.ELA-Literacy.RL.5.10
By the end of the year, read and
comprehend literature, including stories,
dramas, and poetry, at the high end of the
grades 4-5 text complexity band
independently and proficiently.

2. ELACC5RF4: Read with sufficient

accuracy and fluency to support
comprehension.
a. Read on-level text with purpose and
1

draw on their prior experience, their

interactions with other readers and
writers, their knowledge of word
meaning and of other texts, their
word identification strategies, and
their understanding of textual
features (e.g., sound-letter
correspondence, sentence structure,
context, graphics).

understanding.
c. Use context to confirm or self-correct
word recognition and understanding,
rereading as necessary.

Learner Outcomes / Objectives (What do I

ASSESSMENTS/ EVALUATIONS

want students to learn and be able to do?)

(How will I know that students have achieved my

objectives/outcomes) Include copies and/or

(Use active verbs---BLOOMS Taxonomy)

Stem: Students will be able to. . .

descriptions of assessments.

a. students will be able to produce

questions in reference to a text
selection.

a. students will ask questions in

reference to the text verbally and
handwritten using sticky notes.

b. students will be able to confirm

and/or imply answers to their
questions based on prior knowledge
and evidence provided within the
text.

b. students will be provide answers

to the questions asked using evidence
to support their response.

c. students will be able to further

comprehend text through the use of
questioning.

c. students will be able to discuss

what the reading was about and refer
back to their questions and evidence
in their discussion.

RESOURCES/MATERIALS/SETTING, AND GROUPS What will I need to teach this lesson

and where will I teach it? If groups are incorporated, how will they be selected and utilized?

Post-It sticky notes

Book: How Many Days to America?

MOTIVATION How do I increase students interest in the lesson and activate prior knowledge?
How do I set a purpose for the lesson?

Opening (Motivation/Anticipatory Set/Hook/Building or Activating Schema):

What is a journey?
What is a journey? (Allow students time to give response) The teacher should guide the
students thinking by asking leading questions such as:
Is a journey different from a trip? If so, how?
Have you ever been on a journey?
Name someone you know that has been on a journey
Where did he/she go?
Describe their journey?

PROCEDURES OF THE LESSON How will my students become engaged in the learning process?
What is the best way to use technology to enhance instruction or student presentation of their work?- (Detailed Step-by-

Step Sequence)

1.Opening- What is a journey? The students will be introduced to the thematic unit
topic, which is journey. The teacher should open the lesson providing basic background
knowledge of a journey in contrast to a trip and/or vacation. The teacher will encourage
students to use their background knowledge to make contrast and comparisons of a
journey.
2.Introducing Reading strategy- the teacher will inform the student about the questioning
read aloud strategy by giving an explanation of what it is; a proficient readers strategy.
The teacher should go on to discuss the purpose for using this strategy; to provide
guidance and purpose for reading and comprehension.
3.Demonstrating Questioning- the teacher will conduct a read aloud using questioning as a
reading comprehension strategy. The teacher will engage the student by asking them to
form questions about the cover of the book. The teacher will demonstrate the questioning
strategy as he/she conducts the read aloud. The teacher will use sticky notes to jot down
questions that he/she may ask themselves as they read independently.
4.Involving the Students- the teacher should pause throughout the reading selection to ask
students to form questions based on their curiosities in reference to the text. Students will
first ask questions verbally, and then record their questions onto a post- it sticky note. The
teacher can also record the students questions for referencing during and after the read
aloud.
5.Closing/Confirming- as the read aloud is being conducted the teacher will display how
some of her questions are answered within the reading. Following the conclusion of the
3

read aloud the teacher will refer back to the questions he/she asked before and during the
reading, and possibly composing more questions after the reading to guide a whole class
discussion. The teacher and the students should refer back to the evidence provided in the
text to support their response.

ACCOMMODATION (How will I adapt the lesson to meet the requirements of any special needs
learners, gifted learners, and culturally and linguistically diverse learners?)

There are 11 inclusion students and a co-teacher in this class, and as a result, I will have to
be thorough and precise in my instructions, use guided questions and alot the students
more time to respond and perform.
Differentiation: Address how you will modify any parts of your lesson in at least ONE of
the following areas:
Content
Process
Product
The teacher should begin
It is important to follow a
The students will be asked to
and transition throughout step by step process with
give an attempt to ask
the entire lesson by
this group of students. No
questions verbally and on postproviding and supporting
steps in the process should
it sticky notes. Not all students
background knowledge.
be omitted. When
will be expected to present
The teacher should
transitioning from one
their questions aloud, however
provide a solid base and
process or concept to
all students are expected to
assure that the students
another the teacher should produce at least once question
are fully aware of the
check to assure the
in reference to the reading.
material and concepts that students are aware and
are being introduced and
fully understand the
performed.
expectations held.
Closure: (How will I end the lesson smoothly?)- (e.g., reflections, brief discussion, questioning, etc.)
The teacher will conduct a guided class discussion about the questioning comprehension
strategy by asking students the following questions:
Were some if not all of your questions answered during the reading?
What evidence do you have to support your response? What makes you draw that
conclusion?
During this process it is important for the teacher to remember that the students
supporting details and evidence is more significant, opposed to if the students conclusions
were correct or incorrect.
HOMEWORK: If homework is assigned, it should be a reinforcement of the classroom assignments.
It should not be a new skill or one that the students are unable to complete.
NO HOMEWORK

What is a Journey?

Journey