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MOPTA Lesson Plan Format

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson

CCSS. ELA-Literacy.RL.1.1

Ask and answer questions about key details in a text

Learning Objectives/Goals and Pacing

The lessons objectives and learning outcomes appropriate for meeting curricular and student
needs; Include the duration (number of minutes) you estimate the lesson will take

The objective of this lesson is to help students learn how and why readers use different strategies
to find answers to their questions. Children will learn how and when to use the three strategies
to answer their questions which include finding the answers directly in the text, inferring, and
using an outside source. There will be a class three-column chart with each of the strategies to
display childrens thinking. (About 60 minutes)

Children will learn how to find answers to questions they have about individuals in friendships,
specifically friendships set in historical times.
Resources and Materials
List of materials used in the planning of and during the instruction of the lesson

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-One, Three-column class chart (Find directly in the text, infer, use an outside source)

In Text Infer Outside source

-2 post-it notes per student

-1 piece of paper labeled #1-5 per student
-Freedom Summer by Deborah Wiles

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Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning
As in a few of the previous lessons, technology will not be used for this lesson unless it would benefit a
learner with those needs. In that case, the technology, whether its an audio recording, video, or other
source, would definitely be provided.

Assessment (type[s] of assessment used throughout the lesson)

Assessment(s) before, during and after the lesson

Students will mainly be assessed in two ways. One way is that they will turn in their list of five
questions so the teacher gains an idea of what kinds of questions each student asks. Also
students will be assessed with a class three-column chart that includes, find the answer in the
text, infer, use an outside source. After the reading, students will choose two of their questions
to write on sticky notes along with their names, and place the questions under the column that
they believe states how they should go about answering each of their questions.

Lesson Structure and Procedures

Sequence of events of the lesson elements. (The before, during and after the lesson, e.g.,
Engagement/Opening, Procedures, Guided Practice, Conclusion)

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1. Go over how weve talked about asking questions and now were going to learn how to
answer our questions we ask
2. Before- Have a class discussion about how students answer their questions they have from
readings. Possible student responses could include: I keep reading to find my answer, or
sometimes Im unable to answer all of my questions.
3. Hand out blank question sheets numbered #1-5, and two sticky notes for each student
4. During- I will read Freedom Summer, and students will write down five questions they
have from the book.
5. I will then introduce the three-column class chart (labeled In Text, Infer, Outside Source).
We will discuss each strategy and then the students will choose two of their questions to
write on post-its with their names and place them where they belong on the class chart. I
will show an example of where I place one of my questions from the reading. (Ex. Was
there actually a time called Freedom Summer?, under the Outside Source column)
6. After- We will have a class discussion about why students chose the specific strategies for
how they answered their different questions. To further the discussion, we will talk about
which of the three categories did we find most common in Freedom Summer, and do we
think that same category would be the most common for our questions in all texts?

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Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs

I will activate students prior knowledge with the conversation about how they answer their
questions from readings. I also mentioned the use of modeling when I show an example of where
I place one of my questions after introducing the chart.

Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives

Students will write down their questions, be able to discuss their questions with classmates, place
sticky notes in categories where the students believe they belong, and participate in whole-class
discussion.

Differentiated/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences,
etc. (This includes accomplished/gift learners.)

I could provide as much modeling as necessary. For example, I could model questions to ask any
time during the reading, as well as modeling how I could answer one or more of my questions.

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Classroom Management: room arrangements, transitions, material distribution

Strategies consistent with the learning needs of the lesson that also meet student behavior
needs to help keep students on task and actively engaged

Students will be sitting on the floor all together, so if prior seating arrangements have been made
for behavioral reasons, then those will be used. I will pass out the blank five question papers and
the two sticky notes before the students move to the floor.

Extensions
Activities for early finishers that extend students understanding of and thinking about the
learning objectives by applying their new knowledge in a different way

After todays lesson, students could make question lists during their independent reading and
mark each question with a T for text, OS for outside source, or I for infer. The students could then
review their lists with me.

Follow-up to Todays Lesson: (check for understanding: exit ticket, pair share, wonderings)
Quick activity for review or building on todays learning that will deepen student understanding
and interconnect concepts (may be incorporated tomorrow or throughout the unit)

After the lesson, students will do a pair-share by discussing what two questions they put up,
where they put them, and why. The two students will then decide if they still feel comfortable
where they put their questions or if they would move them.

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Additional Information
Any area or lesson component that may not have been covered by this format that you think is
vital to include in this lesson

It would be important for students to understand that they are not limited to using only one
strategy for each of their questions, and that they could use multiple of the three strategies to
answer the same question.