Reading Lesson Plan

Title: Creating Text-Dependent Questions for Close Reading Content Area: Reading

Teacher Name: Emily Ray Grade Level: 5th Grade

OVERARCHING GOALS FOR THE LESSON LESSON OBJECTIVES AND STANDARDS

Objectives:
Students will ask questions about the text to create dialogic talk. They  Students will be able to create questions using the text.
will then inquire about the answers to their questions and use  Students will be able to support their thinking with evidence
from the text.
evidence from the text to support their thinking.
Standard 5: Determine meaning and develop logical
interpretations by making predictions, inferring, drawing
conclusions, analyzing, synthesizing, providing evidence, and
investigating multiple interpretations.

 5.1 Quote accurately to analyze the meaning of and

beyond the text to support inferences and conclusions.

IMPORTANT CONTENT CONNECTION:

All throughout elementary, students are learning how to ask questions and make inferences from text. In fifth grade, the goal is to move them
towards being able to cite specific examples from the text that support their thinking. The skills that these students will learn in this lesson will
also support them in text dependent analysis.
Prior Knowledge
4-RL-5.1 Ask and answer inferential questions to analyze meaning beyond the text; refer to details and examples within a text to
support inferences and conclusions.
Future Knowledge
6-RL-5.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

IMPORTANT THEORETICAL CONNECTIONS & FOUNDATIONS:

In their book, Notice and Note: Strategies for Close Reading, Kylene Beers and Robert E. Probst emphasize that when students are close
reading “meaning is created not purely and simply from the words on the page, but from the transaction with those words that takes place in
the reader’s mind” (35). It is important that readers attend to both their own experiences and those that are presented in the text. One of the
strategies that Beers and Probst suggest is having students create text-dependent questions. When teachers create text-dependent questions it
can “create a nation of teacher-dependent kids.” This lesson was created with Beers and Probst thinking in mind.
MATERIALS.
43 copies of Man in the Mirror lyrics, Man in the Mirror audio, Sticky Notes, Reader’s Notebook, Pencils, Chart Paper, Document Camera
(annotation), Timer
Components of the lesson.
LINK PRIOR KNOWLEDGE.
“Think back to Monday when we
did our World War II investigation
of the different photographs.
What did we do during that
investigation?”
“Today we are going to be doing
something similar but instead we
will be investigating a song.”
INSTRUCTIONAL STRATEGIES.
Drafting Questions: 10 minutes
 I will give each student a copy
of Man in the Mirror. They will
all also get three sticky notes.
 I will then have the students
listen to the song once
(stopping around 2:30 min
when he begins just repeating
the chorus) through while
reading along. Students will be
instructed to just mark parts
that they have
questions/confusions/wonderi
ngs about.
 The students will then reread
the lyrics on their own once
and write out their questions
onto their sticky notes.
Anticipated Student Responses
Possible Responses:
 We made observations of the
photographs and made
predictions.
 We learned about different
World War II events through
pictures.
Students will glue their copy of
the text on the left side and place
their sticky notes on the right
side.
Address behavior problems (such
as distracting others by singing
and dancing along) quickly and
quietly so not to disturb the other
students.
I will set a timer here for 2 ½
minutes to keep the lesson
moving.
Teaching notes DIFFERENTIATION: Evidence of learning. Evaluation
list adaptations for ELL, EC, LD points or assessment questions.
With this kind of activity, I will
need to clearly lie out
expectations for the lesson. I will
tell the students that while they
might be tempted to dance or
sing along, our goal is to better
get to know the text. I will allow
for them to move around more
through the second playing of the
song to incentivize them to not
distract themselves and their
peers during the initial analysis.
Morning Class:
Sit next to xxxxxx to make sure he
is actively engaged in the lesson.
Afternoon Class: Students should mark at least
Walk the room and make sure three spots in the text where they
students such as xxxxxxxx, xxxxxx, have questions or wonderings.
xxxx, xxxxxx., and xxxxxxxx are (They may mark more than three
writing down their thinking as if they would like).
they listen along.
 They will then listen to the
song one last time to write
down any final thoughts (2:30
min).
Share: 15 min
Once they have at least three
wonderings, I will ask for
members of the class to share out
their questions. When they do so,
they can come put their sticky
note question onto the chart
paper.
REFLECT and SUMMARIZE.
Collaborate/Wrap-Up 10 min
In their reader’s notebook, the
students will pick at least three of
their questions to look at. In pairs,
they will discuss the questions
and make notes about their
thoughts using the text for
support. They will write this
underneath the corresponding
sticky note.
As a class we will then go through
three of the questions together
and expand/refine them with
contributions from other class
members.
Once they have done so I will
emphasize how they can apply
their learning to their book clubs.
Their sticky notes must have their
name on them somewhere.
This may be difficult for some
students to come up with
questions. Some may require an
extra push with probing questions
such as “Was there anything that
confused you? Why do you think
he wrote it that way? What is he
trying to tell us here?”
Some students may struggle to
find an answer to their question.
This is okay! I will explain to them
that that is what this kind of talk
is all about. There are some things
that we won’t know right away
and may need to do some extra
research on it.
If a student is shy and wishes to
keep their question to
themselves, they will keep the
stickies in their notebook for me
to review later.
Have them work with one other
person at their table. I will walk
the room to ensure that everyone
is having conversations.
Check in on xxxxxx and his partner
during this time to make sure
their conversation relates to the
task at hand.
I am using both visual and
auditory modes of
communication so that all
learners are being met.
The types of questions that the
students ask give me important
data for crafting one of our
upcoming lessons on levels of
questioning (DOK). I will chart the
levels of their question after the
lesson.
Here I will gather data on the
students’ abilities to support their
thinking using evidence from the
text. I will also chart this
information to guide the planning
of our next questioning lesson.
EXTENSIONS/CONNECTIONS.
Students will then be sent to work Some students may need to be Here I will walk the room to see if
in their book clubs. I will reminded during their discussions students are using this strategy
encourage them to write their and reading about how they can both within their discussions and
questions that they have as they use their questioning skills to in their independent reading.
read on a sticky note in their further understand their books.
book. This can serve as a way to
guide their book club discussions
until they begin to become
organic.