Name: Jaime Jones

Text needed: How Government Works

Materials: Paper, Pencil, copies of article (How Government Works), Scrap piece of paper
Common Core State Standard (need both number AND standard written out):
4 – C3.0.2 Give examples of powers exercised by the federal government, tribal governments and state
governments.
CCSS.ELA-LITERACY.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.

Key Points: Questioning, Government, Local, State, Federal

Before Reading
Anticipatory I will start off by reviewing what we covered previously with monitoring
Set/Hook comprehension and connecting to text. I will review how these strategies helped
us learn further into the branches of government and the Congress power. Next,
I will introduce the questioning strategy and how important it is as it reinforces
active reading. It demonstrates reader engagement with text material. I will
explain what we will be doing for this lesson.
We will be reading an article on how the government works in local, state, and
federal view. Before reading the article, we are going to skim it, look at the
headings, then create questions based on what we see.

I will model by looking at the article and providing the student a sample question
that I have about the article while previewing. My example question for before
reading is “Why is there a picture of the Constitution?”

●
● Comprehension Skill or Fluency: Questioning
● Vocabulary: Government, Federal, Local, power, State
Learning Target I Can: effectively preview an article to create questions
I Can: provide examples of how the government works in a federal, state, and
local standpoint.
During Reading
During reading
The students will then take time to preview the article themselves then make a list
of questions they come up with on the piece of paper I hand out. The students
should split the paper into three parts, before, during, and after. The students will
each provide an example question out loud. Next, we all will take time to read the
article. Students should write down additional questions that they have during the
reading. Once finished, students should take time to add questions they have after
finishing reading the article.
Name: Jaime Jones

After Reading
After reading the article and finishing up writing our questions, students will then be split into
partners. In the partnership, one person will ask a question they have written on their paper. The
other person in the partnership will have a chance to answer. Then they will alternate. I will remind
them that some answers can be found from the article, but sometimes additional sources are needed
to answer our questions. After, we will then all come back to a group discussion. We will discuss our
questions we came up with for before, during, and after. Then which ones we had answers to and
which ones we did not.

Comprehension Skill or Fluency: Questioning

Vocabulary:

Check for understanding: I will then give them each a slip of paper as an exit slip. Question is “how
is questioning a useful strategy? Did you find it useful with learning about how the government
works?

Closure: I will remind and reflect what the students learned during this lesson about the questioning
strategy.

Next Steps: Visualizing and Inferring Lesson Plan

Reflection: What went well? What surprised you about the lesson? What changes can you make for
next time? Who needs what reinforcement?

The lesson went very well. The students were very engaging with myself and with each other. The
students did need to be redirected a couple times during this lesson. Also, our lesson did get interrupted
as it is March reading month and they were required to stop everything to read. It took a few minutes to
get the students back on task with myself for the lesson. It surprised me how much knowledge they have
retained during my previous lesson using these strategies. During the beginning of each lesson, we
always review previous topics we talked about prior. It amazes me how much these strategies work with
helping students really learn information. I chose this questioning strategy as it allows students to
preview and ask questions that are relevant to the article. It also allows the students to ask their
questions to the group members to hear the answer to their questions. I do not think there's really
anything I would change for this lesson. Everything went smoothly. We were very communicative and
had a very in-depth discussion on how the government works along with answering questions that were
not answered by the article by research on our computers.
Name: Jaime Jones

● What was done with the tutees and why (i.e., the strategies and activities presented and/or
reviewed)?

○ I explained previously that the student had to preview the article and ask questions
based on bolded words, pictures, and titles. Then they were given the chance to read
the article and ask additional questions that they had during the article. Then after they
were given the option to write questions for after. The students then were paired up to
ask each other their questions and provide answers if they had them. Afterwards, we
then regrouped and talked together about their questions. We spoke about how
sometimes there are questions that may need additional research and we did that.

● Consider how the lesson proceeded and if the goals and objectives of the lesson were met.

○ The lesson went well. The goals and objectives were achieved using the questioning
strategy. The students were able to learn about how the government works along with
getting their additional questions answered. This will lead into the next lesson of what
types of governments there are.

● How the tutees reacted to the lesson as a whole, what was successful and what less so?

○ Also like previously mentioned, the lesson was successful. Students were concentrated
on the lesson and gained knowledge on how the government works. There was a part
where the students were getting off topic and I had to redirect them a few times. There
was also an interruption to reading (as it is March reading month) and it took a few
minutes to redirect the students.

● How the lesson would be adapted for future?

○ The lesson taught the student how the government works in United States. This will lead
to the next lesson of different types of government when I use visualization and
inferring.