Original

Overview
.
Background Information
Teacher Candidate: Miss. Ayala
Date:2/9/16
Cooperating Teacher: Ms. Stevens
Grade:4th
School District: Bellevue School District
School: Cherry Crest Elementary School
University Supervisor: Ardy Mower
Unit/Subject: ELA- Question Making
Instructional Plan Title/Focus: TFK: On Point Question Making
Section 1: Planning for Instruction and Assessment
a. Instructional Plan Purpose:
This lesson will be in between their social studies literacy work and will focus on reading informational texts
and have the ability to analyze the text and refer back to the details and examples in the text in order to form higher
thinking questions. This helps the students ability to read through informational texts and retain the information. We
will be using a Time for Kids magazine, which they frequently use throughout the year. The students will read an
article and come up with their own questions.
b. State/National Learning Standards:

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
c. Content Objectives (to be copied in Assessment Chart below) and alignment to State Learning
Standards:
SWBAT: Refer to information from a text to form level 3 questions.
SWBAT: Refer to information from a text to form level 4 questions.
SWBAT: Refer to information from a text to form level 2 questions.
Language Objectives:
SWBAT: Orally compare differences between the different levels
SWBAT: Orally describe each level
d. Previous Learning Experiences: Teacher candidates should explain what students know and have learned
that is relevant to the current lesson topic and process.
Students have previously read different Time for Kids magazines but have not yet had a lesson on creating
questions. However students have been introduced to the different levels of questions and have been asked
the different levels before and have had to answer them.
e. Planning for Student Learning Needs
In order to accommodate to students I will also display the class assignment up on the board through the
document camera. Additionally to help a student with a hearing aid, I will be using a microphone the entire
1

time as well as teaching/talking facing the students. When needed I will be available to the students for me to
reread or get clarification on parts of the Time for Kids article. I will also do a class practice questions with
the entire class on a different article so they are able to get an example. Students will also be able to use their
peers for help and collaboration. To accommodate to students who need more of a challenge I will ask those
students to create even more level 4 questions which can be the most challenging.
To help students who are Ells, we will be reading the article out as a whole group so that they are
able to follow along more easily. Additionally, working with a partner will help boost their confidence in
creating questions and being more to share their answers with the class. Working with peers will also help
boost EllS social and academic languages.
f. Assessment Strategies
Content/Language Objectives
SWBAT: Refer to details and examples from
a text to form level 3 questions.

SWBAT: Refer to details and examples from

a text to form level 4 questions.

SWBAT: Refer to details and examples from

a text to form level 2 questions.

Assessment Strategies
Students will be asked to share out some question examples
in order for the teacher to check in to see if students are
understanding the question making process. Additionally
students will be writing their questions down on a piece of
lined paper, for the teacher to give feedback on and review.
Students will be asked to share out some question examples
in order for the teacher to check in to see if students are
understanding the question making process. Additionally
students will be writing their questions down on a piece of
lined paper, for the teacher to give feedback on and review.
Students will be asked to share out some question examples
in order for the teacher to check in to see if students are
understanding the question making process. Additionally
students will be writing their questions down on a piece of
lined paper, for the teacher to give feedback on and review.

g. Student Voice: Student voice is a term used to describe students expressing their understanding of their own
learning process. For your lesson, respond to the three required components of student voice and identify how
students will reflect and/or communicate on their learning or progress toward meeting the goals. (Use the
following table.)

K-12 students will be able to:

1. Explain student learning targets

and what is required to meet
them (including why they are
important to learn).
2. Monitor their own learning
progress toward the learning
targets using the tools provided
(checklists, rubrics, etc.).

3. Explain how to access

resources and additional
support when needed (and
how/why those resources will
help them).

Student-based evidence to be
collected (things produced by
students: journals, exit slips, selfassessments, work samples,
projects, papers, etc.)
At the start of the lesson the
students will write in their literacy
journal what the goals for the lesson
are as well as why they are
important to learn..
At the end of the lesson the students
will be able to reflect back on the
learning targets and compare their
work to the targets in order to
monitor their learning and evaluate
themselves based on the learning
target.
Students have writing posters
around the classroom that they can
reference for literacy help. There is
also the literacy caf in the back
corner of the classroom which they
can go to for resources. The students
are also able to use their peers and
the teacher as a resource.

Description of how students

will reflect on their learning.

The students will be able to

reflect on their learning by
comparing the work they have
done to the learning targets
they wrote down in their
literacy journals.
The students will be able to
reflect on their learning by
comparing the work they have
completed to the learning
targets and jot down in their
journals on their progress
toward the learning targets.
The students will be able to
reflect on their learning by
comparing the work they are
doing to the resources they
can use around the classroom.

h. Grouping of Students for Instruction:

Whole group The students will be in whole group when the teacher does a guided practice on creating
questions on the example article. This is so that all the students can get a deeper understanding on what they
are going to do. The whole class will do the article reading as a group and follow along together.
Partner Group If students are struggling on creating questions. They may ask for some help from their peer.
Additionally the students will have the opportunity to share some of their questions with a peer.
Individual work- The students will work individually when creating their own questions from the reading.
Students will also be individually following along during the reading and highlighting the information they
believe is important or essential.

Section 2: Instruction and Engaging Students in Learning

a. Introduction:
I will introduce the lesson by explaining that today we will be doing a lesson differently and that
instead of answering reading questions this time they will be the ones writing questions. I will also
show them the Time for Kids magazine they will be reading. During this time the students will be
writing down in their literacy journals the learning goals for the lesson.
3

b. Questions:
What one example you came up with?
Why is it important to be able to write questions?
What are some skills you need to be able to create questions?
How are answering questions and writing questions different?
What are some strategies you can use to write effective questions?
c. Learning Activities:
Start the lesson by telling the students the learning
targets and goals. Have the students write down the
learning targets in their literacy journals and have them
come up with reasons why these goals are important.

Demonstrate to the class the poster created on the 4

levels of questions. Describe each level and ask students
to define the different levels and find the differences.

Pass out TFK and have student turn to the guided reading
article. Read aloud the teacher article and highlight
information as you read along. After reading the article,
demonstrate question making for the students.
Have the students flip to the On Point article and start
reading aloud the article as a class. Have a student using
the document camera to help highlight important
information to demonstrate to the class.
Have students work with partners to come up with
questions related to the article read. Have the students
write down their questions on a separate sheet of paper to
be turned in. Have them share with a partner and then
with the class.
Review the lesson by having the students describe all of
the question levels, and discussing why being able to
create your own questions is important.

It is important for students to be aware of the purpose of

the lesson to focus in on the learning. By having the
students write down why they think the learning material
is important the students will be more likely to pay
attention and retain the information. This coincides with
Ausabel and Mayers concept of Advance Organizers
so that students are able to make relationships with prior
information as well as reminding students that this is
relevant to their learning.
By having a poster which students can look at it will help
the students store the information in long term memory
as visual images and verbal units supported by theorist
Palvio in his idea of Dual Coding. Asking the students
questions about the poster will help them extend their
thinking and individually construct their own
understanding while engaged in the learning process.
By giving an example and demonstration of what the
students are going to do, the teacher is using the guided
model which will help students be able to independently
complete the task.
By reading as a whole group the students will be paced
throughout the lesson and forced to engage with both the
reading and the class. This ensures that students arent
reading too fast
As students are working in pairs on making questions the
lesson is using Vygotskys Constructivism idea that the
students are actively constructing their own
understanding while engaged in the learning process.
Additionally working in pairs helps the interpersonal
learners from Howard Garners multiple intelligences.
Reviewing what is learned is essential for the students to
find importance and retail the information learned in long
term memory. Vygotskys concept on Importance of
Language states that audibly talking through these
reviews serves as a self-guiding function, benefitting the
students.

b. Closure:
I will close the lesson by having the students wrap up all of their questions and have some sharing
time in which they can read aloud their questions to the class and have their classmates guess what
level question they made. After sharing aloud we will review the learning targets and what we
learned. During this time the students will also jot down in their literacy notebooks how they feel
about the content they have learned and if they understand the material.
4

c. Independent Practice:
For more independent practice we will tell the students that they can do an activity at home with their
parents where they come up with more questions for their parents to answer this time. Have them
agree on a reading that both the parent and the student can do, and have the students practice writing
more questions and focus on more complex level 4 questions.
d. Instructional Materials, Resources, and Technology:
TFK On Point Magazine
Pencil
Piece of lined paper
Literacy Journal
Document Camera
e. Acknowledgements:
TFK Magazine On Point

Draft
Context:
This color represents changes from the original lesson to accommodate the individual lesson plan.
The students in my practicum come from a high socioeconomic community, however there is diversity in their
religions, ethnicity, and family backgrounds. There are students who have identified as atheist, Christian, Jewish, and
more. There are many families who come from European, and Asian countries. All students have different learning
styles so different forms of representation is beneficial. An issue that may impact the school is the amount of people
moving to Bellevue/Seattle. The cost of living has increased, its very populated and theres always traffic.
Classroom context
.
Background Information
Teacher Candidate: Miss. Ayala
Date:2/9/16
Cooperating Teacher: Ms. Stevens
Grade:4th
School District: Bellevue School District
School: Cherry Crest Elementary School
University Supervisor: Ardy Mower
Unit/Subject: ELA- Question Making
Instructional Plan Title/Focus: TFK: On Point Question Making
Section 1: Planning for Instruction and Assessment
a. Instructional Plan Purpose:
This lesson will be in between their social studies literacy work and will focus on reading informational texts
and have the ability to analyze the text and refer back to the details and examples in the text in order to form higher
thinking questions. This helps the students ability to read through informational texts and retain the information. We
will be using a Time for Kids magazine, which they frequently use throughout the year. The students will read an
5

article and come up with their own questions. Additionally the students will be reading about Misty Copeland, and
why she is such a significant figure, and how its a step in society for people of color, and breaking barriers.
f. State/National Learning Standards:

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
g. Content Objectives (to be copied in Assessment Chart below) and alignment to State Learning
Standards:
SWBAT: Refer to information from a text to form level 3 questions.
SWBAT: Refer to information from a text to form level 4 questions.
SWBAT: Refer to information from a text to form level 2 questions.
SWBAT: Reflect on the importance of Misty Copeland becoming a principle ballet dancer Social justice
objective
Language Objectives:
SWBAT: Orally compare differences between the different levels
SWBAT: Orally describe each level
h. Previous Learning Experiences: Teacher candidates should explain what students know and have learned
that is relevant to the current lesson topic and process.
Students have previously read different Time for Kids magazines but have not yet had a lesson on creating
questions. However students have been introduced to the different levels of questions and have been asked
the different levels before and have had to answer them.
i.

Planning for Student Learning Needs

In order to accommodate to students I will also display the class assignment up on the board through the document
camera. Additionally to help a student with a hearing aid, I will be using a microphone the entire time as well as
teaching/talking facing the students. When needed I will be available to the students for me to reread or get
clarification on parts of the Time for Kids article. I will also do a class practice questions with the entire class on a
different article so they are able to get an example. Students will also be able to use their peers for help and
collaboration. To accommodate to students who need more of a challenge I will ask those students to create even
more level 4 questions which can be the most challenging.
To help students who are Ells, we will be reading the article out as a whole group so that they are able to
follow along more easily. Additionally, working with a partner will help boost their confidence in creating questions
and being more to share their answers with the class. Working with peers will also help boost EllS social and
academic languages.
f. Assessment Strategies
Content/Language Objectives
SWBAT: Refer to details and examples from
a text to form level 3 questions.

Assessment Strategies
Students will be asked to share out some question examples
in order for the teacher to check in to see if students are
understanding the question making process. Additionally
students will be writing their questions down on a piece of
lined paper, for the teacher to give feedback on and review.
6

SWBAT: Refer to details and examples from

a text to form level 4 questions.

Students will be asked to share out some question examples

in order for the teacher to check in to see if students are
understanding the question making process. Additionally
students will be writing their questions down on a piece of
lined paper, for the teacher to give feedback on and review.

SWBAT: Refer to details and examples from

a text to form level 2 questions.

Students will be asked to share out some question examples

in order for the teacher to check in to see if students are
understanding the question making process. Additionally
students will be writing their questions down on a piece of
lined paper, for the teacher to give feedback on and review.

g. Student Voice: Student voice is a term used to describe students expressing their understanding of their own
learning process. For your lesson, respond to the three required components of student voice and identify how
students will reflect and/or communicate on their learning or progress toward meeting the goals. (Use the
following table.)

K-12 students will be able to:

4. Explain student learning targets

and what is required to meet
them (including why they are
important to learn).
5. Monitor their own learning
progress toward the learning
targets using the tools provided
(checklists, rubrics, etc.).

6. Explain how to access

resources and additional
support when needed (and
how/why those resources will
help them).

i.

Student-based evidence to be
collected (things produced by
students: journals, exit slips, selfassessments, work samples,
projects, papers, etc.)
At the start of the lesson the
students will write in their literacy
journal what the goals for the lesson
are as well as why they are
important to learn..
At the end of the lesson the students
will be able to reflect back on the
learning targets and compare their
work to the targets in order to
monitor their learning and evaluate
themselves based on the learning
target.
Students have writing posters
around the classroom that they can
reference for literacy help. There is
also the literacy caf in the back
corner of the classroom which they
can go to for resources. The students
are also able to use their peers and
the teacher as a resource.

Description of how students

will reflect on their learning.

The students will be able to

reflect on their learning by
comparing the work they have
done to the learning targets
they wrote down in their
literacy journals.
The students will be able to
reflect on their learning by
comparing the work they have
completed to the learning
targets and jot down in their
journals on their progress
toward the learning targets.
The students will be able to
reflect on their learning by
comparing the work they are
doing to the resources they
can use around the classroom.

Grouping of Students for Instruction: Differentiated learning.

Whole group The students will be in whole group when the teacher does a guided practice on creating
questions on the example article. This is so that all the students can get a deeper understanding on what they
are going to do. The whole class will do the article reading as a group and follow along together. There will be
whole class discussions where students will have the opportunity to share their ideas and hear their classmates
as well.
7

Partner Group If students are struggling on creating questions. They may ask for some help from their peer.
Additionally the students will have the opportunity to share some of their questions with a peer. During the
discussion students will also share with a partner before having the opportunity to share with the class.
Individual work- The students will work individually when creating their own questions from the reading.
Students will also be individually following along during the reading and highlighting the information they
believe is important or essential.

Section 2: Instruction and Engaging Students in Learning

d. Introduction:
I will introduce the lesson by explaining that today we will be doing a lesson differently and that
instead of answering reading questions this time they will be the ones writing questions. I will also
show them the Time for Kids magazine they will be reading. During this time the students will be
writing down in their literacy journals the learning goals for the lesson.
e. Questions:
What one example you came up with?
Why is it important to be able to write questions?
What are some skills you need to be able to create questions?
How are answering questions and writing questions different?
What are some strategies you can use to write effective questions?
Why do you think the majority of ballerinas white? Social justice theme
Why is this a big step for people of color in ballet? Social justice theme
What do you think of the difficulties Misty Copeland had to go through?
When you think of ballet why do you think of mostly women instead of men?
What is your belief on masculinity? Does it matter if a man chooses to do ballet? Gender
What is your dream job? What difficulties do you think youll go through to try and attain that dream
job? Connecting to students lives
f. Learning Activities:
Start the lesson by telling the students the learning
targets and goals. Have the students write down the
learning targets in their literacy journals and have them
come up with reasons why these goals are important.

Demonstrate to the class the poster created on the 4

levels of questions. Describe each level and ask students
to define the different levels and find the differences.

It is important for students to be aware of the purpose of

the lesson to focus in on the learning. By having the
students write down why they think the learning material
is important the students will be more likely to pay
attention and retain the information. This coincides with
Ausabel and Mayers concept of Advance Organizers
so that students are able to make relationships with prior
information as well as reminding students that this is
relevant to their learning.
By having a poster which students can look at it will help
the students store the information in long term memory
as visual images and verbal units supported by theorist
Palvio in his idea of Dual Coding. Asking the students
questions about the poster will help them extend their
thinking and individually construct their own
understanding while engaged in the learning process.
8

Pass out TFK and have student turn to the guided reading
article. Read aloud the teacher article and highlight
information as you read along. After reading the article,
demonstrate question making for the students.
Have the students flip to the On Point article and start
reading aloud the article as a class. Have a student using
the document camera to help highlight important
information to demonstrate to the class.
Have students work with partners to come up with
questions related to the article read. Have the students
write down their questions on a separate sheet of paper to
be turned in. Have them share with a partner and then
with the class.
Review the lesson by having the students describe all of
the question levels, and discussing why being able to
create your own questions is important.

Classroom discussion. Have a discussion on the

importance of Misty Copeland and the challenges she
overcame and why it is important to reflect on it.
Additionally ask some questions on the gender biass on
ballet, and ask the students to reflect on.

By giving an example and demonstration of what the

students are going to do, the teacher is using the guided
model which will help students be able to independently
complete the task. Learning styles: Audio, listening to
read aloud, following along,
By reading as a whole group the students will be paced
throughout the lesson and forced to engage with both the
reading and the class. This ensures that students arent
reading too fast. Learning styles: Students will read
on their own. Show their own work to the class on
document camera.
As students are working in pairs on making questions the
lesson is using Vygotskys Constructivism idea that the
students are actively constructing their own
understanding while engaged in the learning process.
Additionally working in pairs helps the interpersonal
learners from Howard Garners multiple intelligences.
Learning styles: Working in pairs and collaborating.
Reviewing what is learned is essential for the students to
find importance and retail the information learned in long
term memory. Vygotskys concept on Importance of
Language states that audibly talking through these
reviews serves as a self-guiding function, benefitting the
students.
While asking these questions, have the students think to
themselves first. Then share with a partner, and then
open up the question to the class for a whole group
discussion. Learning styles: independent thinking,
group collaboration, whole class, class discussion,

f. Closure:
I will close the lesson by having the students wrap up all of their questions and have some sharing
time in which they can read aloud their questions to the class and have their classmates guess what
level question they made. After sharing aloud we will review the learning targets and what we
learned. Additionally the discussion will be used as a wrap of the entire lesson. During this time the
students will also jot down in their literacy notebooks how they feel about the content they have
learned and if they understand the material.

g. Independent Practice:
For more independent practice we will tell the students that they can do an activity at home with their
parents where they come up with more questions for their parents to answer this time. Have them
agree on a reading that both the parent and the student can do, and have the students practice writing
more questions and focus on more complex level 4 questions.
h. Instructional Materials, Resources, and Technology:
TFK On Point Magazine
Pencil
Piece of lined paper
Literacy Journal
Document Camera
9

i. Acknowledgements:
TFK Magazine On Point

Final
T&L Instructional Plan Template
Context:
This color represents changes from the original lesson to accommodate the individual lesson plan.
This color represents changes from the draft to the final
This color is aligned to the questions from the PowerPoint
The students in my practicum come from a high socioeconomic community, however there is diversity in their
religions, ethnicity, and family backgrounds. There are students who have identified as atheist, Christian, Jewish, and
more. There are many families who come from European, and Asian countries. All students have different learning
styles so different forms of representation is beneficial. An issue that may impact the school is the amount of people
moving to Bellevue/Seattle. The cost of living has increased, its very populated and theres always traffic.
Classroom context
.
Background Information
Teacher Candidate: Miss. Ayala
Date:2/9/16
Cooperating Teacher: Ms. Stevens
Grade:4th
School District: Bellevue School District
School: Cherry Crest Elementary School
University Supervisor: Ardy Mower
Unit/Subject: ELA- Question Making
Instructional Plan Title/Focus: TFK: On Point Question Making
Section 1: Planning for Instruction and Assessment
a. Instructional Plan Purpose:
This lesson will be in between their social studies literacy work and will focus on reading informational texts
and have the ability to analyze the text and refer back to the details and examples in the text in order to form higher
thinking questions. This helps the students ability to read through informational texts and retain the information. We
10

will be using a Time for Kids magazine, which they frequently use throughout the year. The students will read an
article and come up with their own questions. Additionally the students will be reading about Misty Copeland, and
why she is such a significant figure, and how its a step in society for people of color, and breaking barriers.
j.

State/National Learning Standards:

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
k. Content Objectives and alignment to State Learning Standards:
SWBAT: Refer to information from a text to form level 3 questions.
SWBAT: Refer to information from a text to form level 4 questions.
SWBAT: Refer to information from a text to form level 2 questions.
SWBAT: Reflect on the importance of Misty Copeland becoming a principle ballet dancer Social justice
objective
SWBAT: Reflect on societys generalizations of gender in occupations Social justice objective
Language Objectives:
SWBAT: Orally compare differences between the different levels
SWBAT: Orally describe each level
l.

Previous Learning Experiences: Teacher candidates should explain what students know and have learned
that is relevant to the current lesson topic and process.
Students have previously read different Time for Kids magazines but have not yet had a lesson on creating
questions. However students have been introduced to the different levels of questions and have been asked
the different levels before and have had to answer them.

m. Planning for Student Learning Needs

In order to accommodate to students I will also display the class assignment up on the board through the
document camera. Additionally to help a student with a hearing aid, I will be using a microphone the entire
time as well as teaching/talking facing the students. When needed I will be available to the students for me to
reread or get clarification on parts of the Time for Kids article. I will also do a class practice questions with
the entire class on a different article so they are able to get an example. Students will also be able to use their
peers for help and collaboration. To accommodate to students who need more of a challenge I will ask those
students to create even more level 4 questions which can be the most challenging.
To help students who are Ells, we will be reading the article out as a whole group so that they are
able to follow along more easily. Additionally, working with a partner will help boost their confidence in
creating questions and being more to share their answers with the class. Working with peers will also help
boost Ells social and academic languages.
f. Assessment Strategies
Content/Language Objectives
SWBAT: Refer to details and examples from
a text to form level 3 questions.

Assessment Strategies
Students will be asked to share out some question examples
in order for the teacher to check in to see if students are
understanding the question making process. Additionally
students will be writing their questions down on a piece of
11

SWBAT: Refer to details and examples from

a text to form level 4 questions.

SWBAT: Refer to details and examples from

a text to form level 2 questions.

lined paper, for the teacher to give feedback on and review.

Students will be asked to share out some question examples
in order for the teacher to check in to see if students are
understanding the question making process. Additionally
students will be writing their questions down on a piece of
lined paper, for the teacher to give feedback on and review.
Students will be asked to share out some question examples
in order for the teacher to check in to see if students are
understanding the question making process. Additionally
students will be writing their questions down on a piece of
lined paper, for the teacher to give feedback on and review.

g. Student Voice: Student voice is a term used to describe students expressing their understanding of their own
learning process. For your lesson, respond to the three required components of student voice and identify how
students will reflect and/or communicate on their learning or progress toward meeting the goals. (Use the
following table.)

K-12 students will be able to:

7. Explain student learning targets

and what is required to meet
them (including why they are
important to learn).
8. Monitor their own learning
progress toward the learning
targets using the tools provided
(checklists, rubrics, etc.).

9. Explain how to access

resources and additional
support when needed (and
how/why those resources will
help them).

j.

Student-based evidence to be
collected (things produced by
students: journals, exit slips, selfassessments, work samples,
projects, papers, etc.)
At the start of the lesson the
students will write in their literacy
journal what the goals for the lesson
are as well as why they are
important to learn..
At the end of the lesson the students
will be able to reflect back on the
learning targets and compare their
work to the targets in order to
monitor their learning and evaluate
themselves based on the learning
target.
Students have writing posters
around the classroom that they can
reference for literacy help. There is
also the literacy caf in the back
corner of the classroom which they
can go to for resources. The students
are also able to use their peers and
the teacher as a resource.

Description of how students

will reflect on their learning.

The students will be able to

reflect on their learning by
comparing the work they have
done to the learning targets
they wrote down in their
literacy journals.
The students will be able to
reflect on their learning by
comparing the work they have
completed to the learning
targets and jot down in their
journals on their progress
toward the learning targets.
The students will be able to
reflect on their learning by
comparing the work they are
doing to the resources they
can use around the classroom.

Grouping of Students for Instruction: Differentiated learning.

Whole group The students will be in whole group when the teacher does a guided practice on creating
questions on the example article. This is so that all the students can get a deeper understanding on what they
are going to do. The whole class will do the article reading as a group and follow along together. There will be
whole class discussions where students will have the opportunity to share their ideas and hear their classmates
as well.
12

Partner Group If students are struggling on creating questions. They may ask for some help from their peer.
Additionally the students will have the opportunity to share some of their questions with a peer. During the
discussion students will also share with a partner before having the opportunity to share with the class.
Individual work- The students will work individually when creating their own questions from the reading.
Students will also be individually following along during the reading and highlighting the information they
believe is important or essential. During the discussions at the end of the lesson, students will have the
opportunity to take a moment to look over the discussion questions and reflect on their ideas before sharing
with a partner and then the class.

Section 2: Instruction and Engaging Students in Learning

g. Introduction:
I will introduce the lesson by explaining that today we will be doing a lesson differently and that
instead of answering reading questions this time they will be the ones writing questions. I will also
show them the Time for Kids magazine they will be reading. During this time the students will be
writing down in their literacy journals the learning goals for the lesson.
h. Questions:
What one example you came up with?
Why is it important to be able to write questions?
What are some skills you need to be able to create questions?
How are answering questions and writing questions different?
What are some strategies you can use to write effective questions?
Why do you think the majority of ballerinas white? Social justice theme
Why is this a big step for people of color in ballet? Social justice theme
What do you think of the difficulties Misty Copeland had to go through?
When you think of ballet why do you think of mostly women instead of men?
What is your belief on masculinity? Does it matter if a man chooses to do ballet? Social Justice
Theme
What are some other jobs that people generalize to one gender? For both male and female.
What is your dream job? What difficulties do you think youll go through to try and attain that dream
job? Connecting to students lives
What challenges might be different for people of color wanting to obtain your dream job?

i. Learning Activities: Cooperative Learning and Differentiated Styles

Start the lesson by telling the students the learning
It is important for students to be aware of the purpose of
targets and goals. Have the students write down the
the lesson to focus in on the learning. By having the
learning targets in their literacy journals and have them
students write down why they think the learning material
come up with reasons why these goals are important.
is important the students will be more likely to pay
attention and retain the information. This coincides with
Ausabel and Mayers concept of Advance Organizers
so that students are able to make relationships with prior
information as well as reminding students that this is
relevant to their learning.
Demonstrate to the class the poster created on the 4
By having a poster which students can look at it will help
13

levels of questions. Describe each level and ask students

to define the different levels and find the differences.

Pass out TFK and have student turn to the guided reading
article. Read aloud the teacher article and highlight
information as you read along. After reading the article,
demonstrate question making for the students.
Have the students flip to the On Point article and start
reading aloud the article as a class. Have a student using
the document camera to help highlight important
information to demonstrate to the class.
Have students work with partners to come up with
questions related to the article read. Have the students
write down their questions on a separate sheet of paper to
be turned in. Have them share with a partner and then
with the class.
Review the lesson by having the students describe all of
the question levels, and discussing why being able to
create your own questions is important.

Classroom discussion. Have a discussion on the

importance of Misty Copeland and the challenges she
overcame and why it is important to reflect on it.
Additionally ask some questions on the gender biass on
ballet, and ask the students to reflect on.

j.

the students store the information in long term memory

as visual images and verbal units supported by theorist
Palvio in his idea of Dual Coding. Asking the students
questions about the poster will help them extend their
thinking and individually construct their own
understanding while engaged in the learning process.
By giving an example and demonstration of what the
students are going to do, the teacher is using the guided
model which will help students be able to independently
complete the task. Learning styles: Audio, listening to
read aloud, following along,
By reading as a whole group the students will be paced
throughout the lesson and forced to engage with both the
reading and the class. This ensures that students arent
reading too fast. Learning styles: Students will read
on their own. Show their own work to the class on
document camera.
As students are working in pairs on making questions the
lesson is using Vygotskys Constructivism idea that the
students are actively constructing their own
understanding while engaged in the learning process.
Additionally working in pairs helps the interpersonal
learners from Howard Garners multiple intelligences.
Learning styles: Working in pairs and collaborating.
Reviewing what is learned is essential for the students to
find importance and retail the information learned in long
term memory. Vygotskys concept on Importance of
Language states that audibly talking through these
reviews serves as a self-guiding function, benefitting the
students.
While asking these questions, have the students think to
themselves first. Then share with a partner, and then
open up the question to the class for a whole group
discussion. Learning styles: independent thinking,
group collaboration, whole class, class discussion.
Additionally by asking the students about the discussion
questions students will reflect on their own ideas and
thinking. This allows the teacher to teach culturally
without teaching culture, or telling the students directly
what to think.

Closure:
I will close the lesson by having the students wrap up all of their questions and have some sharing
time in which they can read aloud their questions to the class and have their classmates guess what
level question they made. After sharing aloud we will review the learning targets and what we
learned. Additionally the discussion will be used as a wrap of the entire lesson, and use the
discussion as an opportunity to include social justice in the literacy lesson. During this time the
students will also jot down in their literacy notebooks how they feel about the content they have
learned and if they understand the material.

14

k. Independent Practice:
For more independent practice we will tell the students that they can do an activity at home with their
parents where they come up with more questions for their parents to answer this time. Have them
agree on a reading that both the parent and the student can do, and have the students practice writing
more questions and focus on more complex level 4 questions. Additionally you could encourage
students to talk about the different types of occupations that are stereotyped to one gender with their
families during dinner and discuss their ideas on gender occupation being stereotyped. Students may
also ask parents challenges they went through to obtain their job.
l.

Instructional Materials, Resources, and Technology:

TFK On Point Magazine
Pencil
Piece of lined paper
Literacy Journal
Document Camera

m. Acknowledgements:
TFK Magazine On Point

15