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Brief Overview of Lesson The purpose of this lesson is for students to explore what it means to ask and answer questions
about a fictional text. This lesson will review what questions words are and what the 5W’s (who,
what, where, when, and why). Students will explore why we ask questions about a fictional text
and the information the answers can give us regarding the author’s purpose for writing the piece.
AZ Content Standard English Language Arts, 2.RL.1 Ask and answer such questions as who, what, where, when, why,
Type out ONE AZ Standard in full and how to demonstrate understanding of key details in a text.
ELP Standard & ELP Standard from Listening and speaking domain: ELP Standard 2 (Listening/Speaking): The
Performance Indicator student will express orally his or her own thinking and ideas.
Type out ONE ELP Standard &
ONE Performance Indicator in full Performance Indicator: LI-5: asking and responding to academic questions using complete
sentences.
Content Objective SWBAT ask and answer questions about a fictional story with details.
Student-friendly language
Congruent with content standard
Language Objective SWBAT, in small groups, discuss key details of the story by asking and answering questions.
Student-friendly language
Appropriate for diverse learners SWBAT write a question about a key detail in the story read in class.
Student Materials
● crayons
● colored pencils
● pencil
● Post-it note
Learning Strategies The cognitive learning strategies used in this lesson will be: previewing the story about to be
read, establishing a purpose to our reading, making connections with past lessons, and rereading
the story to aid in student comprehension. The metacognitive learning strategies will be
generating questions and using these questions to guide in comprehension. Language learning
strategies will include paraphrasing verbally about our story and using drawings to communicate
with our writing.
Assumptions about All students have had a previous lesson about question words and the 5W’s (who, what, where,
Learners’ Prior Knowledge when and why). Students should know how to ask and answer a question with a partner.
Scaffold learning:
● Students will be put into groups determined by teacher. Students will
be first put in their question word color group to discuss their question
word and why a person would use that word. The group will support
each other in coming up with one question about a key detail of the
book for their questions’ word. Students will be able to write a question
and draw a sketch using one of the 5W’s. If students are struggling
with writing they may write the question word and draw a picture of
their question. They can verbally ask their question.
Assessment:
● Checks for understanding will be throughout the lesson using their
color group paper strip and their exit ticket at the end of the lesson.
● Students will be assessed on their graphic organizer that is completed
the next morning during morning work.
● Students will also be given a formative assessment at the end of the
lesson unit which would include: using vocabulary to fill in blanks of
sentences, answering questions asked about a text, and creating a
question about details in the text on the assessment.