Sasha Ilic

11/13/20

Edu 201-1001

Lesson Planning

Name of Lesson: ​The Visitor

Grade Level: ​2nd Grade

Suggested Group Size:​ Whole Group

Subject​: Writing Process. (2)6.7 ask questions to develop and clarify ideas

Objective​: Students will learn to ask questions in order to get a better understanding of

something they do not know or someone they do not know. They will gather information that

they did not have before by being inquisitive. Through the answers they receive they will be able

to develop a whole idea of the person they are learning about and then share that information to

others. They will learn that in order to gain a better understanding of something they do not

know or understand, or want to know more of, they need to ask questions.

Materials​: Comfortable area where kids can sit together on the floor, not at their desks. large

pieces of lined paper to form a book which students are able to decorate the cover of and add

illustrations. Each book’s cover will be made with colored construction paper to keep books
separate and students can choose the color they want. Pencils, markers or crayons will be needed.

Items for your costume. Crazy wigs, socks, hats, sweaters, pajamas, etc. Whatever crazy items of

clothing and accessories you have, bring them all. Doesn't matter if it matches or goes together

unless you want to create your own specific character look. A fellow teacher to watch the class

while you change.

Procedure​:

1. Explain to the kids earlier in the day that we are going to have a fun project later and

have a mystery visitor coming. This way they aren’t scared of your behavior later or are

confused.

2. Give each student one blank booklet which is their investigation book to write their

answers in and final project.

3. Excuse yourself from the class from a moment (have a teacher watch them) and go

change into your costume. You must make yourself look different then you normally look

(you are playing the part of a secret character).

4. When you come into the classroom, start pretending you are someone else. You are not

the teacher. If a student says “Hey Mrs. Ilic” make it very exaggerated by saying “Who’s

that? “I’m not the teacher”. Act mysterious. Walk around picking things up to ask what it

is. Go around asking the kids names like you don’t know who they are. Be silly and have

fun. The kids will love it and be interested.

5. Tell the kids to gather around with their books and pencils and stand in front of them.

6. Say out loud, “Do you guys know my name?” The students will call you by your teacher

name. Say “No, that’s not my name”. “Your teacher took a break and told me to come
 visit”. Do you want to know who I am?” The kids will say “yes!”. Then ask “do you

want to know more about me?” they will say “Yes”.

7. Instruct them that each student can take turns asking you a question. They must raise their

hand to ask. They can ask anything they want. Give them some examples. “You can ask

me my name, or where I live, or if I have a pet”.

8. Explain to them “When you want to know something, or you want to know more about

someone, what do you do to get answers?” They will hopefully say “ask questions!”. If

not, you will tell them “You need to ask questions to understand something or get

missing pieces”.

9. Explain that as you answer their questions, they need to try to remember the answers you

give them. Tell them they can write answers down on the first page of their book or even

draw pictures to remember the answers. This gives opportunity for all levels of learning,

or students who may be struggling with writing, to participate and express answers in

their book.

10. One by one let the kids ask any questions they want. Make sure everyone gets a chance.

If they get stuck you can nudge them in the right direction and say “Would you like to

know if I have brothers or sisters?” or “Do you know what magic power I wish I had?” to

encourage them to ask any creative questions they want. (If your helper who was

watching the class is still there, or someone is sitting in your classroom, advise them

beforehand that they can jump in and ask questions too if they see the students are stuck).

11. They will be excited, so continuously remind them to write the answers down as best as

they can or draw pictures of the answers so they can remember you later.
12. Take about 30 mins most to do the question answering. At this point feel free to make up

any answers you want. You can base the answers off of yourself or someone you know.

You can base the answers off a character. It doesn’t matter if the answers go with each

other as long as you are giving answers and the children are remembering those answers.

13. Now explain to them that it’s time for you to leave and it was great meeting them all but

it’s time for their teacher to come back.

14. Change clothes and come back as their teacher. Ask them how they enjoyed their visitor.

Remember to play along that this visitor was not you and you know nothing about them.

The kids are of course going to say “that was you!” but just keep pretending that you

know nothing about the visitor or what they are referring to.

15. Now explain to them that you want to know about this visitor. Act very curious about

them. Ask outloud “Did anyone get some information about the visitor?” When they say

“yes”, ask them how they got those answers. They will hopefully say “We asked them

questions”.

16. Now explain that since they wrote down answers and drew pictures they have a choice to

either write a story about the visitor using the information they got, or they can draw a

picture of the visitor, but they must include objects or things that the visitor mentioned

when they asked their questions (example: if the visitor said they had a cat, then draw a

cat with the visitor). They can decorate the cover of their book however they want and

use whatever colors and supplies they want. They must write their name on the cover.

17. Have the students one by one read their story to you and the rest of the class, or show

their picture and talk about it in order to tell you all about the visitor. That way you, as

the teacher, can now have learned about the visitor through the students.
 18. Ask again what they should do if they want to understand something. What do they do if

they are missing answers that they need to understand something completely. Give some

examples.

- If your parents are lost and get to a gas station and want to no longer be

lost, what should they do? (ask for directions)

- If you see some friends playing a new game at recess and you want to play

but never have before, what should you do? (ask what the rules are).

- If you meet a new friend and want to learn about them, what should you

do? (ask them questions like with the visitor).

19. Ask them if they know of any other situations where they needed to ask questions to

understand something better. Acknowledge their answers.

Assessment​: Performance based assessment. I will use this form of assessment since I will be

engaged in the project myself. Since I am actively engaging with the students, I will be observing

each of them. The objective is that they can ask questions to gain clarity. I will be observing that

each student is engaged by asking questions. Are they curious to learn more? Are their questions

changing as their curiosity gets stronger? Are they taking the time to think about the questions

they are asking? I will be observing if the questions they ask are appropriate questions one

would ask to get more information about a person one wants to know more about. When it comes

to the portion where students are creating their stories or pictures, I will be observing whether

they remembered the answers and transferred those answers into the story or picture. I will judge

the outcome of their finished project to see if the stories or drawings contain information they

received from the visitor. At the end, do the students understand that when you need to gain an
understanding of something, or information is missing, you need to ask questions to see the

whole picture.

Score 5:​ Questions asked to the visitor or the story/drawing reflect a complete understanding of

the objective. The performance of asking questions and the final story/drawing reflects all

requirements of the objective.

Score 4:​ Questions asked to the visitor or the story/drawing reflect a considerable understanding

of the objective. The performance of asking questions and the final story/drawing reflects all

requirements of the objective.

Score 3: ​Questions asked to the visitor or the story/drawing reflect a partial understanding of the

objective. The performance of asking questions and the final story/drawing reflects all

requirements of the objective.

Score 2:​ Questions asked to the visitor or the story/drawing reflect little understanding of the

objective. The performance of asking questions and the final story/drawing reflects all

requirements of the objective.

Score 1:​ Questions asked to the visitor or the story/drawing reflect no understanding of the

objective. The performance of asking questions and the final story/drawing reflects all

requirements of the objective.

Score 0:​ No questions asked of the visitor and no story/drawing completed

Grading Scale

Scores 5 and 4: Excellent

Scores 3: Satisfactory

Scores 2,1,: Unsatisfactory

Score 0: Incomplete