Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher: Lexi Gezon

Date: 4/13/2020 Subject/ Topic/ Theme: Asking Questions Before, During, and After Reading Grade: 2nd

I. Objectives
How does this lesson connect to the unit plan? This is the fourth lesson in the “Appreciation of Genres” Unit

cognitive- physical socio-

Learners will be able to: R U Ap An E development emotiona
C* l

• Ask “Who”, “What”, “Where”, When” “Why”, “How” questions throughout reading Ap

• Use key details to answer questions about text Ap

• Justify how asking questions of a text aids comprehension E X

Common Core standards (or GLCEs if not available in Common Core) addressed:

RL 1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a
text
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular
learners write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Students should have experience asking questions about a text and are familiar with using a chart to
knowledge and skills. organize their thoughts while reading.

Pre-assessment (for learning)(if applicable): N/A

Formative (for learning): Students will complete their “asking questions” chart to organize the questions
Outline assessment and answers they ask before, during, and after they read.
activities
(applicable to this lesson)
Formative (as learning): Students will complete an exit slip explaining how asking questions about the
text aided their comprehension.

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression

What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
provide clear expectations for
how many questions students
should have in each column
Provide options for sustaining effort
and persistence- optimize challenge,
collaboration, mastery-oriented
feedback
students will work alone and
in groups
Provide options for comprehension-
activate, apply & highlight
Show book and pictures
clearly on projector, allow
students to have a physical
copy of the book as well
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
define cultural words/names
and go over how to pronounce
them
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
Prepare students of the exit
slip beforehand to allow them
to think of an answer
Provide options for expression and
communication- increase medium
of expression
Allow students to write or
type their “asking questions”
charts

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 Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats There are multiple copies of Students will work together
Allow students to choose the book available for and groups and post their
between learning about students to refer to to gather answers on the whiteboard
Pocahontas or Rosa Parks textual evidence to answer
their questions
- Let’s Read About… Pocahontas book
Materials-what materials
- answering questions chart (copy for each student)
(books, handouts, etc) do
- sticky notes (3 different colors)
you need for this lesson
- exit slips for each student
and are they ready to use?
- pencils and clipboards for each student

Students will sit in their table groups for small group discussions. They will move to the back carpet
as we read Let’s Read About… Pocahontas.
How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
5 1. Explain that we will be reading a biography 1. listen to definition of biography and description
mins about a woman named Pocahontas of what we will be doing
Motivation - ask “can anyone tell me what a biography is?”
(opening/ - define biography as a story about a person's life
introduction/ - Explain that to better learn about Pocahontas, we
engagement) will be asking questions before we read, while we
read, and after we read

10 2. In table groups, instruct students to discuss with 2. Discuss with table groups what kind of questions
mins their table groups what kind of questions they readers should ask before, during, and after
would ask before, during, and after reading reading. Write questions on sticky notes and post
- give students blue, yellow, and pink sticky notes. on the whiteboard
Instruct students to write “before" questions on
blue, “during" questions on yellow, and “after”
questions on pink. Allow students to come up and
post their sticky notes on the whiteboard and
briefly share some of the students’ thoughts
5 1. pass out “asking questions” worksheet to each 1. Write at least 2 questions in the “before" section
mins student. Explain that this is where we will be of their chart
recording our questions about Let’s Read
About… Pocahontas and answering them as we
read
- begin by having students write 2 or more
questions in the “before” section of their
worksheet. Encourage students to ask who, what,
where, when, why, how questions
- give students an example of a before question:
“where is Pocahontas from?”
5 2. Read pages 1-6 of Let’s Read About… 2. Carefully listen to story and write any questions
mins Pocahontas. Instruct students to listen carefully, or answers they hear
and write any questions they think of or answers
Development they hear.
(the largest - Pause after page 6. Ask “has anyone had any
component or questions answered? If so, write the answer in the
main body of answer box and write the page along with the
the lesson) answer.”
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 the lesson) answer.”
- My question was answered- we discovered that
Pocahontas was born in Virginia on page 1

25 3. Read pages 7-12, 13-18, 19-29. Instruct students 3. Carefully listen to sections of the story and write
mins to carefully listen as fill out their chart as I read any questions or answers they hear

5 1. Instruct students to ask their “after” questions 1. Add questions to the “after” section of their chart
mins now that we have finished the book. Explain that
these questions sometimes remain unanswered,
Closure and some may require some research to answer
(conclusion,
culmination, 2. Instruct students to fill out an exit slip, rating and 2. Complete exit slip
5 wrap-up) explaining how asking questions helped them
mins understand the story and the life of Pocahontas
better. Exit slip questions:
- on a scale of 1-5, how much did asking questions
help you learn about Pocahontas
- Write 1-2 sentences about what you learned
- give an example of 2 questions you might ask
when reading your Bible or devotional
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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