UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Melody San Juan PSMT Name: Ms. Melissa Talvitie
Lesson Plan Title: 5 “Wh” Questions Lesson Plan Topic: Reading
Comprehension
Date: August 27, 2018 Estimated Time: 40 minutes
Grade Level: 2nd School Site: Hummel Elementary

1. State Standard(s):
RL.2.1 - Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.

SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented
orally or through other media.

2. Teaching Model(s):
• Direction Instruction

• Modeling

• Inquiry

3. Objective(s):
• Student will be able to identify each of the “Wh” questions used for reading
comprehension. (Bloom - UNDERSTAND)
• Student will be able to demonstrate understanding of each “Wh” question and its
meaning (i.e. “Who?” - name characters from the story). (Bloom - APPLY)
• Student will be able to recall key details in the story by answering “Wh” questions.
(Bloom - ANALYZE)
* Lemov Strategy “All Hands” - Leverage hand raising to positively impact pacing.
Manage and vary the ways that students raise their hands, as well as the methods you use
to call on them.
4. Materials and Technology Resources:
• “Mr. Putter & Tabby Catch the Cold” Picture Book by Cynthia Rylant

• Elmo

• “Wh” questions Worksheet

• “Tree House” Reading Comprehension Worksheet

• Pencil

• Crayons

5. Instructional Procedures:
a. Motivation/Engagement: (10 minutes)
• Have students gather on the community carpet.

• Tell students that today we will be reading a new book called, “Mr. Putter & Tabby Catch the
Cold” and they will be using the five “Wh” questions to answer questions from the
story.

• Call on students one at a time (“Quiet Hand Strategy”) and ask them the five “Wh”
questions. (i.e. T: “Using a quiet hand, name one “Wh” question that we should ask
ourselves whenever we’re reading a story.”) *Remind students that “How?” should
also be considered when reading a story.

• Ask students to make observations about the cover picture. (i.e. snow, trees without any
leaves, snowman - represent Winter time)

• Ask students to think about the relationship between Mr. Putter and Tabby. *Make
comparisons between Mr. Putter and Tabby/Henry and Mudge.

• Begin read aloud. *Ask questions throughout the story to keep students engaged and focused
on the story.

b. Developmental Activities or Learning Experiences: (25 minutes)

• Ask students to quietly return to their seats.

 • Call on students one at a time and ask various “Wh” questions. (“Quiet Hand
Strategy”).

• T: “Who were the characters?”; “What were the characters doing?”; “When did the
story take place?”; “Where did the story take place?”; “How did the story end?”

• After a student answers the question, model on the Elmo how the answer should
be written on their worksheet.

• Tell students to turn to the “Tree House” reading passage/questions side of the
worksheet and take out five crayons. (red, blue, green, yellow, orange)

• Independently read the passage aloud and instruct students to follow along with
their finger.

• Allow students to work in small groups (desk mates) and answer the “Wh”
questions.

• Call on one group at a time to answer each question aloud during whole class
discussion.

• Model/complete worksheet on the Elmo.

c. Closure: (5 minutes)

• Review the “Wh” questions.

• Remind students that asking themselves these types of questions will help them
better understand that story.

d. Extension:

If too much time is remaining:

• Allow students to read with a partner another Mr. Putter and Tabby book. Answer
“Wh” questions aloud.
If short on time:

• Allow students to complete “Tree House” Reading Comprehension Worksheet as

homework.


6. Accommodations, Modifications and Differentiations for Diverse Learners:

• Provide clear, written and verbal, instructions.

• Modeling instruction will help students gain a better understanding of how

to complete the given task.

• Visual aids (i.e., read aloud, writing “Wh” questions on the whiteboard) not
only helps improve student engagement but they also make it easier for
them to remember the concepts they’ve just learned.

7. Assessment and Evaluation of Learning:

a. Formative:

• Students’ responses during whole group discussions allow frequent “checks for
understanding”

• Accuracy of student answers for “Wh” Worksheet

• Accuracy of student responses from small group work

b. Summative:

• n/a

8. Homework Assignment:

• n/a

9. Reflection:
a. Strengths:
The students really enjoy read alouds so they were all engaged and listening intently to the
story. They also seem to be grasping the concept of “Wh” questions and how asking
themselves these questions are essential to helping them better understand the story.
b. Concerns:
One student in particular is still having a hard time keeping up when filling in the “Wh”
Worksheet. I spoke to my mentor teacher about my concern and she suggested we try to
move his desk closer to the board (ability to see might be the issue). I also think allowing
students to work with their peers is a very important part of the learning process, but I am
a little concerned about classroom management and the students getting too rowdy or out
of control.
c. Insights:
I was a little hesitant at first to allow students to work together in small groups. However,
it worked out a lot better than I had anticipated. The students were excited at the
opportunity to work with their peers and they were able to complete the given task in a
timely manner. I realize that sometimes students learn differently from their peers and
working with a partner or small group might help make the information more
comprehensible.