This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Holly Steelman Grade-Level: K Lesson Date: 4/18/24

Title of Lesson: Questions! Cooperating Teacher: Bethany Leone

Core Components
Subject, Content Area, or Topic
English
Student Population
21 total students
Inclusion class
Learning Objectives
The student will be able to ask and respond to questions about the content of a book
The student will use and identify question words. (who, what, when, where, why, and how)
Virginia Standard(s) of Learning (SOL)
K.8 The student will demonstrate comprehension of fictional texts.
a. Identify the role of an author and an illustrator.
b. Relate previous experiences to what is read.
c. Use pictures to make predictions.
d. Ask and answer questions about what is read.
e. Use story elements of characters, settings, and events to retell stories sequentially
using beginning, middle, and end.
Materials/Resources
I Heard said the Bird Book by Polly Berrien Berends
Question song Just Ask A Question (Sesame Street song)
Video of lesson
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Lecture 05%
Safety Considerations

Time
(min.) Process Components
*Anticipatory Set
2 min TTW ask, today we are going to learn about asking and answering questions. Do you
remember those 5 question words? TSW share the 5 words. While we are reading our
story, we need to see if we can find any question words. We might be able to find the
answers to the questions as well!

2 min TTW play the Sesame Street video. TTW go over video expectations and
consequences.”Voices are off, and our bodies are calm. A paw is being taken away if
you are not meeting expectations.”
*State the Objectives (grade-level terms)
I can create questions to gather information

5 min. *Instructional Input, Modeling, or Procedures

TTW say, “Questions are something we are wondering about. I want to know
something, so I have to think of a question. I can use question words to create my
questions.”
TTW share how to ask questions: Think about clues you might need, use your schema
to think about what information you might need, and use question words to ask specific
questions
*Check for Understanding
What are the question words? What did we hear in the video? Who is the new one?
What questions do you have after listening to this story?
10 *Guided Practice
minutes TTW introduce the story, ‘I Heard Said the Bird” by Polly Berrien Berends.TTW remind
the students of what an author does and what an illustrator does. (writes the
words/draws the pictures)
TTW stop when students point out a question word.
 TTW ask “Who is the “new one?” Students will discuss who they predict the
“new one’ in the story is by using clues from the story.
 TTW ask students to share when they hear a question word in the story. (Who,
what, where, when, why, how)
 TTW continue to ask if students predictions have changed throughout the story.
“Who is the new one?”
 On the final page, TTW ask students if their predictions were correct. The new
one was a baby!
Turn and talk- Tell your partner one question you have about the story. Share question
words again.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

7 min. *Independent Practice

TTW introduce the game. “Today, we will be playing a game called 21 Questions. I will
be thinking of a fruit. You will have to guess what it is by asking yes or no questions.
You have to raise your hand to ask a question. Your questions have to be a yes or a no
question.”

I am thinking of a fruit. TSW ask questions to solve what fruit I am thinking of.
(watermelon, strawberry)
Assessment
Anecdotal throughout the day. (Who is using question words to ask questions, and who
is pointing out questions?)

3 min. *Closure
Today you reviewed how to find answers by asking questions! As you go off today, try to
ask questions when you are curious or wondering about something.
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).
*Alternative seats (Chairs for wiggly students)
*Peer support (Turn and talk- intentional pairing with students who are able to help)
*Expectation reminders
*Movement break at the beginning and end of lessons
Classroom Management Strategies (To ensure a positive learning environment).
Repeat claps pattern.
Alligator Chomp- CHOMP CHOMP CHOMP
PAWS (Schoolwide incentive)
Signs for bathroom, water, tissue
Reminders of PAW rules (One person talks at a time)
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

The objective of this lesson is for the students to successfully ask and answer questions about a
topic. This objective was taught the prior week by asking questions based on the title and cover
and then finding the answers in the text. This lesson is about listening to questions being asked in
the story and finding clues in the story to support the student’s predictions. I chose this story
because each page has a question and engages students with a fun topic. For the anticipatory set,
I wanted to review some question words as well as assess the student's memory from the previous
week's lesson on question words. I also chose to show a video on asking questions. This video
shows how asking questions can help you explore and learn more about the things around you,
such as why the stars glow. For instructional input, I reviewed that questions help us to answer
questions about things we are wondering about. Anyone can ask questions to find those answers,
not just kids or adults. Some of the things I had planned to say did not get said because of other
discussions or behavior disruptions. During Guided Practice, I introduced the book and reviewed
author and illustrator roles. This is something the students have been working on the entire school
year. Before reading, I reminded the students that they were going to look for question words in the
book. During reading, I stopped on a couple of pages to ask for predictions and updated
predictions of what they thought the new one would be. This kept their engagement up because
they were interested in finding out what it was. For independent practice, we played 21 questions.
This originally was going to be the anticipatory set, but I felt this was a fun way for the students to
put their knowledge by asking questions about the topic. I thought of a familiar item to the students,
which was fruit. We had played a favorite game the previous morning in the morning meeting
where watermelon and strawberries were brought up. For closure, I wrapped up their learning with
a send-off to use questioning in all aspects of school. Assessing the students throughout the day
was fairly easy because the students came straight to me to share how they used question words
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

in their conversations.

If I were to teach this lesson again, I would add writing down the 5 question words again on
a chart paper or pulling up the 5 question word chart paper we had made previously so the
students and I kept the words fresh in our minds. I would also have the students write a
question to really assess the students in their individual understanding of the concept. Had
I not been recording, I may have stopped the lesson to correct some behaviors with a
movement or calming exercise since 3 of the students were having some difficulty staying
on the carpet safely as seen in the video.
*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021