Teacher: Serena Ramirez School Year 2021-2022

Date: October 9, 2021

Lesson Title: Asking Questions About Cultural Interests
Grade Level: 3rd Grade
Standard: Key Ideas and Details:
CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Social Studies 3.4

Each community or culture has a unique history, including heroic figures, traditions, and holidays.

AASL Shared Foundations, Domains, and Competencies:

Standard 1:
I. INQUIRE: Build new knowledge by inquiring thinking
critically, identifying problems, and developing strategies for
solving problems.
D. GROW: Learners participate in an ongoing inquiry-based
process by:
3. Enacting new understanding through real-world
connections.
Standard 1:
I. Inquiry and Design: Use inquiry and design thinking to build
understanding and create new knowledge - "We are thinkers
and designers."
1.1: Information-fluent learners use an inquiry process to
connect to prior experience and background knowledge,
wonder and ask questions, investigate, construct new
understanding, express learning, and reflect on the process and
product of learning.
Phase of Inquiry:
Skill:
Standard 2: Standard 3:
II. INCLUDE: Demonstrate an understanding of and comitment to inclusiveness and IV. CURATE: Make meaning for oneself and others by collecting,
respect for diversity in the learning community. organizing, and sharing resources of personal relevance.
D. GROW: Learners select and organize information for a variety of
audiences by:
2. Integrating and depicting in a conceptual knowledge network their
understanding gained from resources.
ESIFC Anchor Standards and Indicators:
Standard 2: Standard 3:
IV. Personal Growth and Agency: Engage in personal exploration,
II. Multiple Literacies: Use multiple literacies to explore, learn, and express ideas - social and emotional growth, independent reading and learning, and
"We are readers, writer, and creators in multiple formats." personal agency - "We are confident, independent learners."
2.2: Information-fluent learners present their learning and ideas by 4.1: Information-fluent learners use information and ideas presented in
constructing messages using multiple, authentic formats appropriate for the any format to reflect on and pursue personal interests, develop
purpose and audience. strengths, and engage in personalized and independent learning.
ESIFC Anchor Standards and Indicators:
Wonder
Asking questions about Ideas that Interest Me

Brief Overview: Students have been learning about accesibility to books in different countries. In the literacy program, EL Expeditionary Learning Module 1,students
focused on deepening close reading skills and the application of writing to share their findings, reflections and questions. As they are closing this unit and
moving on to a global perspective within their ELA and social studies learning they will be diving deeper knowledge of their own cultures providing a sense
of pride and awareness within their class community.

Guiding Question:
How can we create questions about our culture that interest you and would be of importance to share those findings with your learning community?

Students will be able to: SWBAT choose topics they would like to know more about regarding their culture.
SWBAT create questions based on the topics they chose regarding their topic preferences.
SWBAT complete a graphic organizer organizing their topic choices (within their culture) and questions created.
SWBAT create questions referring to Bloom's Taxonomy and Visible Thinking prompts.
SWBAT share their questions with a partner to gauge the interest level using a rubric.

Learning/Teaching Activities Materials:

 Materials:

CT= Classroom Teacher L = Librarian

Introduction/Prior Knowledge L will greet the students and share what they will be doing for the day.
Short Video: "Instant Inquiry: Level 1, Level 2 and Level 3"
"Good Morning Students, your teacher has shared that you have been learning about https://youtu.be/7j6BM002ksk
the accessibility to reading around the world. Would anyone like to share their
learning with me?"
L will take several responses of books they read to support their learning. ~Post-its
L will emphasize the diversity of the different countries and the important of ~Pencils
reading/literacy worldwide.
L will introduce the upcoming culminating cultural research project students will be
working on with CT.

"Your teacher is so excited about all your hard work and to complete this unit of
learning she wants you to create research projects about the countries you identify
with. You will use the skills she has taught you to support your presenation as well
as connect the importance of literature to your country. Your teacher has asked me to
help share a lesson to help you create interesting questions to help create subtopics
for your research."

L will then open today's lesson bringing the students' attention to the short video
called"Instant Inquiry: Level 1, Level 2 and Level 3. "Before we start creating
questions using the characteristics of the 3 types of question let's refresh our memory
or dig deeper into the different question levels."

As students are watching the video the L will give each student a post it. When the
video is over the L will ask the students to write one Level 1 question about New
York (or the state they live in).

L will set the timer for 3 minutes.

At the conclusion of the 3 minutes, L will have 3 students share their questions.
L will then emphasise Level 1 questions are essential for learning but as developing
and sophisticated learners It is essential to start applying Level 2 and Level 3
questions to strengthen learning through our research.

Direct Instruction L will model the questioning with their personal culture. Referring to the chart. Questioning Chart Worksheet
Librarian will create questions (prompting students for support) using characteristics https://docs.google.com/document/d/1BR_Zxb97Xye-aqDcu_XDQOdRYe4eZXvbedJlZwR9Mj4/edit?usp=sharing
of the 3 question types. L will write the questions in the chart on the board to
reinforce questioning format.
Level 2 Question Prompts
The L will then direct students attention to the Level 3 question prompts. The Level 1 Question Prompts (if necesary)
https://docs.google.com/presentation/d/1xBgnqavefmsnzHUt20YogG4C5E7KrRcOr5Go87L--38/edit?usp=sharing
librarian will explain why some prompts would be difficult to apply. Using the
example "food," because the prompts focus on you some questions may be a little
trickier to use.
Exmple L may provide:
What examples of Puerto Rican can you find and how are they made?

L will then present the Library Skill Worksheet 3.3 "

 Guided Practice L will explain to students things we are interested in make the best research. To help Level 3 Question Prompts
https://docs.google.com/presentation/d/1xBgnqavefmsnzHUt20YogG4C5E7KrRcOr5Go87L--38/edit?usp=sharing
create our sentences we are going to choose 4 things that interest us about our
country.
L will refer back to her interest in animals. In he first interest box L will write
animals. In the second interest box librarian will write food.

L will explain there are many more characteristics of the country you might be
interested in examples include, music, geography, people, etc.
Directing the students attention to the interest. Librarian will model a level 1
question for the interest box animals.

L will then ask student support for the interest food.

*Question Prompts
https://docs.google.com/presentation/d/1xBgnqavefmsnzHUt20YogG4C5E7KrRcOr5Go87L--38/edit?usp=sharing
L will then explain to students that on their own they will be completing the
worksheet 3.3. Students will be choosing 4 interest about their country. They will
then create 2 Level 1 questions 1 Level 2 question and time permitted a Level 3 *Library Skill Worksheet 3.3
https://docs.google.com/document/d/1CHNrzeK25HFMq5fIKjUb40mieYUnvt3Fo0F9fCSI418/edit?usp=sharing
Independent Practice question (Tier 1 Above level population)
When students are complete they will be asked to share the question they are most ~Yellow Post-Its (Level 1)
proud of with a peer and their classmates. ~Blue Post-Its (Level 2)
~Pink Post-Its (Level 3)
Students will have 3 colored post its at their tables. Yellow (for level 1), Blue (for ~Chart paper arranged in 3 columns
level 2) and Pink for (Level 3).
Students will work in partners or groups of 3 to share their question and complete a Digital:
peer feedback checklist. Jamboard
https://jamboard.google.com/d/1vxToEGKHkS2oqnoH8_UYflMDrfQW8Z6Tr4clolNBqj0/edit?usp=sharing

Students will be given 7minutes to work with a partner to help provide feedback to Ipad or computer
their question.

Closing/Sharing/Reflection This section can be modified on a jamboard if students have access to devices.
Assessment(s) Completed Pink Post It
Peer Feedback
Completed Modified 3.3 Worksheet
Flipgrid https://docs.google.com/document/d/1CHNrzeK25HFMq5fIKjUb40mieYUnvt3Fo0F9fCSI418/edit?usp=sharing

IEPs and ENL (depending on level)students will be assigned to focus on Level 1

questions. These students will also have less example prompts on their cards. Their
graphic organizer will consists of 3 questions.

Accommodations/Modifications for All Learners They will also be allowed to dictate their questions if the are unable to write.
Flip Grid
Feedback Checklist
Students will organize the question they want to share on the jamboard. https://docs.google.
com/document/d/1lnV2HwB8peoAMilqD7yswPOOvXrkRlpk9fVi6b
Students will share one of the Level 2 or Level 3 questions on Flipgrid and students xWfRU/edit?usp=sharing
Activities for Extending the Learning will respond providing feedback using theglow and grow rubric.
Created by Sharon Fox (Tuxedo Union Free SD) and adapted by Katie Lambert (Brighton CSD). Excerpted from National School Library Standards for Learners, School Librarians, and School Libraries by the American Association of School Librarians,
a division of the American Library Association, copyright © 2018 American Library Association. Available for download at www.standards.aasl.org. Used with permission.