Adapted Madeline Hunter Lesson Plan Format

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

CCSS. RL.3.1.
- Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers
CCSS. RI.3.7
- Use information gained from illustrations and the words in a text to demonstrate
understanding of the text (where, when, why, and how key events occurred.)
CCSS. SL. 3.1.
- Engage effectively in a range of collaborative discussions with diverse partners on grade 3
topics and texts, building on others ideas and expressing their own clearly.

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.

The purpose of this lesson is to get students to ask questions about a text they have just read. The
students with get the chance to pick a book to read with one partner to later analyze and discuss in detail
important parts of the text. This activity will help guide them to ask critical questions that start with: who,
what, where, when, why, and how. This lesson plan will take a duration time of 30 minutes.

The activity will allow for discussions about diverse families and help them understand families are
everywhere and they all differ in certain ways. This activity opens their eyes to diverse families and allows
them to see them as a normal family and the importance of understanding.

Resources and Materials

List of materials used in the planning of and during the instruction of the lesson
Comprehension cube that includes 6 sides. The sides will say: who, what, where, when, why, and
how.
(The teacher will have provided the cubes already made, but they would have needed printer,
scissors, tape or glue.)
IPad
Google drive/doc
Books (online or a hard copy): Tango Makes Three by: Justin Richardson and Peter Parnell All Kinds
of Families by: Mary Ann Hoberman, My Brother Charlie by: Holly Robinson Peete and Ryan
Elizabeth Peete, The Keeping Quilt by: Patricia Polacco, and My Two homes by: Claudia Harrington.
Wifi

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 Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning
- Students will be in groups of two and will all be in the same google doc. The students will
have an option of a list of books they can read, and will write down their chosen book.
- Later after they have read the book, they will be playing with the comprehension cube,
but with each question asked they have to write it on their section of the google doc. The
questions and answers need to be written on the doc for the teacher to make sure every
group is on task and doing the activity.
Instructional Input
What knowledge is required for you to impart to students in order for them to achieve the
objective or purpose?
The teacher will need to explain the information in the very beginning of the lesson. It will be
explained:
o The students in groups of two will get to choose whatever book they would like to read
based of the list they were given as a class.
o They will then read the book together or separately.
o They will then get to play the activity which is the comprehension cube. They will role the
cube, and whatever they land on is the type of question they will have to ask their partner
about the text read. The cube questions will be asked about: who, what, where, when,
why, and how.
o They will jot down on their section of the google doc their questions and answers.
o Each group will have to have at least 6 total questions/answers, meaning each student
asked and answered 3 questions.
o The teacher will have the google doc on the big screen (SmartBoard).
Checking for Understanding
How will you monitor students learning? If you are using questioning, provide examples of
questions you will use.

- The teacher will monitor the students learning by walking around the classroom and
listening to each groups discussion of question/answers.
- The google doc will also play an important role to determine if the students are
understanding the activity as well as properly doing it.
- The teacher will also have a whole classroom discussion about the activity and questions
they found difficult to ask, or answer as well as ones that were more simple.
- When they finish the activity they will do a whole classroom discussion on the overall
theme of the books; diverse families to make sure they have an appropriate understanding
of the topic and why it is important to know about

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?

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Activities the students will engage in under close teacher monitoring:
Making sure they completed minimum of 6 total questions/answers when playing the game.
walking around to make sure they are not getting distracted.

The students will also have a whole classroom discussion on the given theme of the books: diverse families
and go into a full appropriate discussion of this topic.

Activities the students will engage in without teacher supervision:

Picking their book
Choosing their partner
Playing the game

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.

- The way this lesson will come to an end would be to have each individual student look
over the google doc and make positive comments on at least two different groups work.
The teacher will be on the google doc, watching to make sure the students are not playing
around and instead or taking it seriously.
- They will also go into full discussion on diverse families and the importance of it.

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