University of West Alabama

COE
5E Lesson Plan – Quiz Makers (Individual)

Teacher: Abigail Roberts

Date: 5/30/2021

Subject area/course/grade level: Reading / Grade 3

Materials:
 “Pen Pals” short story (one copy per student)
 Chromebooks (one per student)
 Colored Pencils
 Sticky Notes (three per student)

Standards:
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
[RL.3.1]

Objectives:
Students will be able to:
 Ask and answer questions to comprehend and monitor understanding
 Identify key details
 Ask questions about key details
 Use original language to answer questions about key details
 Make explicit references to text in answers
 Use technology to create a quiz related to a story

Differentiation Strategies:
The reading passage will be selected based on the overall reading ability and level of the class.
The teacher will provide examples of questions students could create.
Each student will have the ability to select the color scheme of his/her quiz that interests him/her the most.

ENGAGEMENT:
To begin, the teacher will ask each student a random question (i.e. “What is your favorite color?”, “What is your favorite
animal?”, “Where is your favorite place to visit?”, etc.). Students will be given a brief moment to respond. The teacher will
instruct students to raise their hand to ask the teacher a random question. The teacher will answer several of the students’
random questions, then ask students what we just did as a class. Students will be given a brief moment to respond. The
teacher will explain that questioning helps us clarify our understanding and find out more information about something.

Assessment: The teacher will observe students’ responses to informally assess students’ prior knowledge of questioning.
EXPLORATION:
The teacher will explain to students that they will have to opportunity to ask and answer questions using a story that will be

Approved January, 2013

read as a class. Each student will receive three sticky notes, three colored pencils, and a copy of the passage. As the teacher
reads, the students must create at least three questions based on the story. The teacher will provide students with examples
of questions they could ask prior to reading the passage. The teacher will read aloud a passage “Pen Pals” while students
follow along. Throughout the story, the teacher will pause from reading often to allow students to write down any questions
they may think of to create. The questions that students create must be able to be answered using the key details within the
story. Once the teacher finishes reading, students will be asked to turn to a partner to discuss their questions that they created
and make sure each other’s questions can be answered using the story.

Assessment: The teacher will observe students while reading the story to ensure students are paying attention and following
along with the text.
EXPLANATION:
The teacher will instruct students to use color pencils to underline the key details in the story that support the answers to their
questions. Students will be given several minutes to do so. The teacher will give students a brief opportunity to raise their
hands and share one of their questions with the class for his/her classmates to answer. The class will answer the question
using the key details within the passage.

Assessment: The teacher will observe students’ questions and responses to make sure they understand the concept of using
key details within a story to ask and answer questions.
ELABORATION:
The teacher will explain to students that they will be given the opportunity to be the teacher and create their own quiz using
the key details from the story and the questions they created. The teacher will instruct students to log into their school Google
account and access the Google Forms page. Students must use their three questions to create a quiz, but they will be able to
add additional questions that are related to the passage if they choose. The students must include at least three answer
choices for each question.

Assessment: The teacher will walk around to assist when needed, as well as observe students and make sure each student
understands how to create their quiz.
EVALUATION:
1 2 3
None of the questions and Some of the questions and All of the questions and
Question and Answer answers created by the answers created by the answers created by the
Correlation student are related or make student correlate and make student correlate and make
sense. sense. sense.
None of the questions and Some of the questions and All of the questions and
Question and Answer answers created by the answers created by the answers created by the
Accuracy student are accurate and student are accurate and student are accurate and
based on key details within based on key details within based on key details within
the text. the text. the text.
The student struggles to use The student uses the The student uses the
the technology. The student technology with help. The technology successfully. The
Use of Technology can navigate the website students can navigate the student can accurately
with help to create a quiz. website to create a quiz. navigate the website to
create a quiz.
(See student samples below)
References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington,
D.C.: The National Center for Improving Instruction.
Approved January, 2013
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.:
National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry. New York: Teachers College Press.

Student Sample #1

Approved January, 2013

 (see sample #2 below)

Approved January, 2013

Student Sample #2

Approved January, 2013

Approved January, 2013