Topic/Subject/Duration/Grade Level
Topic: Question and Answer Relationships
Subject: Language Arts
Duration of Lesson: 90 Minutes
Grade Level: Grade 6
Unit Goal Essential Question(s):
How do we define good and evil in our current society?
Focus Question:
How can we identify the kinds of question being asked so that we can fully develop an appropriate answer?
Objectives
The students will ...
Identify and explain the four kinds of questions
Create questions that exemplify each of the 4 types of question
Describe what QAR is, when it is used, how and why you use QAR
Standards
CA.ELA.6.R.2 Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose
CA.ELA.6.W.2.3.A a. Pose relevant questions with a scope narrow enough to be thoroughly covered
CA.ELA.6.LS.2.2.A a. Pose relevant questions efficiently limited in scope to be completely and thoroughly answered
Assessment
Formative:
o Class participation
o Informal questioning
o Observation during group work (rubric)
o QAR worksheet packet
o Exit Slip
Summative:
o Group Project
o Gallery walk responses and summaries
o QAR quiz
Method
o Formative: Class Participation Rubric
o Formative: Informal questioning will allow opportunity to check for understanding
o Formative: Circulating during group work will allow observation of student comprehension as they express their ideas in their own vocabularies, rubric will allow for quantitative assessment
o Formative: Exit slip will require students to explain and give an example of each type of QAR, reflecting mastery of the day’s objective
o Summative: Unit quiz will be graded on a 50 point scale
o Summative: Group project and responses will reflect comprehension and confident in the material, but it will also allow students to critique, analyze, and correct others’ work. Summaries will allow for formal, written compositions of the concepts.
Connection
o Students will need to score an 80% or higher on the quiz in order to show mastery of the objective
o Students will need to achieve a 3 or 4 out of a possible 4 points on the rubric to show a mastery of the objective
Materials
Question Answer Relationship Powerpoint
Large Scale Butcher Paper
QAR worksheets
TIME Most Influential People of 2010 article
Pen
Notebook
Catholic School Assignment Book
Language Arts/Lit Binder
Vocabular
o Strategy
o Relationship
o Prior knowledge
Questions to Consider When Planning for Instruction
1. How will you make transitions between activities?
Students will transition between activities by working with students sitting in close proximity to them. They will know that when I flash the lights or ask the students for “five”, they are expected to return their attention to me. Moving between power point presentations and class activities will be based on a simple focus change from one side of the board to another.
2. How much time will you allot for different parts of the lesson?
20 minutes- Bellwork, Vocabulary review
25 minutes- Powerpoint presentation
15 minutes- Individual article and question activity
20 minutes- Group Poster Activity
10 minutes- Review homework, exit slip, and wrap up
3. What procedures will students need to know to complete lesson activities?
The students will quickly and quietly enter the classroom, placing their belongings in the back of the room and beginning bell work at their seats
The students will know that they are expected to be active listeners during the lecture
Students will know that partner work means quickly and efficiently moving together to complete the task. They will know the expectations for staying on target and cooperatively finishing their work as a team.
4. What questioning strategies will you use?
Throughout the lesson I will gear questions towards the concepts already reviewed in past classes and throughout the unit (ie critical thinking). In addition to this I will question the students on concepts we are currently reviewing and discussing, ensuring that students are comprehending the concepts being reviewed. There will be opportunities for questioning in the larger group setting as well as while individual and partner work is being completed.
5. How will you make sure that all students participate in the lesson?
Popsicle sticks will be used to ensure that all students are given equal opportunities to participate in addition to opportunities for students to raise their hands and participate. Partner work will be measured by the development of quality class participation.
Into
TEACHER ACTIONS/STUDENT ACTIONS
1. When students arrive in the room, I will instruct them to follow the bell work and review word expert cards with other class members
2. I will choose a student scribe and facilitate the class discussion of vocabulary word definitions
3. I will review with the students the definitions
4. I will then begin the power point, introducing students to pictures and gather prior knowledge on questioning and strategies
1. Students will enter the room, see the bell work posted, take
out their word expert cards and begin the collaboration and rotating partner discussion of vocabulary words
2. Students will cooperatively create original definitions of the vocabulary words and take notes in language arts composition book
3. Students will double-check notes
4. Students will participate in discussion and writing prompts, sharing prior knowledge
Through
TEACHER ACTIONS/STUDENT ACTIONS
1. I will then begin the presentation, sharing with students the definitions and rationale of this strategy
2. I will facilitate the class model
3. I will assign the students their own articles to read and create questions for it, I will circle the classroom to observe and check for comprehension
4. I will then transition the students into pre-determined groups
5. I will circulate the classroom reviewing and giving feedback
1. Students will observe the power point and take notes on the material
2. Students will participate in class model
3. Students will read the assigned article and create their own questions for each category
4. Students will work with groups to create large scale posters of the strategy
Beyond
TEACHER ACTIONS/STUDENT ACTIONS
1. I will wrap up class by briefly reviewing the class and previewing the next class’ gallery walk
2. I will assign exit slip
3. I will assign homework and dismiss students
1. Students will complete exit slip, record homework, and leave class.
Differentiation
Within my lesson plan I have included different stages in order to keep the students involved and attentive. Each part of the class will focus on a different learning strategy in order to reach each student in the class. The class has been broken down into sections to allow for varied delivery of the material, and students will work with the class, a small group and individually in order to explore the concept. I have chosen pop culture articles that are relatable and simple in order to draw the class in. They will be learning through visual, auditory, and tactile methods designed to reach every student. As they build upon the ideas they explored alone, they will further their knowledge through collaborative development. These activities will challenge and stimulate the students throughout the period.
Adaptations
Because this class is extremely diverse in the their comprehension levels, I have made sure to leave ample opportunity for individual interactions. For students like my IEP individual, it is important that while others are working independently I can check in on his class work and understanding. Because of the students’ age and their attention levels, I have made the activities constantly changing the pace and tone of class to maintain interest.
For my student with sensory integration, the expectations for participation are adapted as well as his method of completing work. As necessary he will be allowed to use a computer to complete his work in order to maximize on time, legibility, and student comfort. Furthermore, he struggles with processing oral direction or questioning therefore he will not be called on randomly or asked to complete an assignment or task without visual aide. Handouts and notes on the board will serve as visual aides while student- teacher signals will indicate that an answer is known and participation is comfortable. The power point has been printed off and given to the student before class.
Topic: Question and Answer Relationships
Subject: Language Arts
Duration of Lesson: 90 Minutes
Grade Level: Grade 6
Unit Goal Essential Question(s):
How do we define good and evil in our current society?
Focus Question:
How can we identify the kinds of question being asked so that we can fully develop an appropriate answer?
Objectives
The students will ...
Identify and explain the four kinds of questions
Create questions that exemplify each of the 4 types of question
Describe what QAR is, when it is used, how and why you use QAR
Standards
CA.ELA.6.R.2 Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose
CA.ELA.6.W.2.3.A a. Pose relevant questions with a scope narrow enough to be thoroughly covered
CA.ELA.6.LS.2.2.A a. Pose relevant questions efficiently limited in scope to be completely and thoroughly answered
Assessment
Formative:
o Class participation
o Informal questioning
o Observation during group work (rubric)
o QAR worksheet packet
o Exit Slip
Summative:
o Group Project
o Gallery walk responses and summaries
o QAR quiz
Method
o Formative: Class Participation Rubric
o Formative: Informal questioning will allow opportunity to check for understanding
o Formative: Circulating during group work will allow observation of student comprehension as they express their ideas in their own vocabularies, rubric will allow for quantitative assessment
o Formative: Exit slip will require students to explain and give an example of each type of QAR, reflecting mastery of the day’s objective
o Summative: Unit quiz will be graded on a 50 point scale
o Summative: Group project and responses will reflect comprehension and confident in the material, but it will also allow students to critique, analyze, and correct others’ work. Summaries will allow for formal, written compositions of the concepts.
Connection
o Students will need to score an 80% or higher on the quiz in order to show mastery of the objective
o Students will need to achieve a 3 or 4 out of a possible 4 points on the rubric to show a mastery of the objective
Materials
Question Answer Relationship Powerpoint
Large Scale Butcher Paper
QAR worksheets
TIME Most Influential People of 2010 article
Pen
Notebook
Catholic School Assignment Book
Language Arts/Lit Binder
Vocabular
o Strategy
o Relationship
o Prior knowledge
Questions to Consider When Planning for Instruction
1. How will you make transitions between activities?
Students will transition between activities by working with students sitting in close proximity to them. They will know that when I flash the lights or ask the students for “five”, they are expected to return their attention to me. Moving between power point presentations and class activities will be based on a simple focus change from one side of the board to another.
2. How much time will you allot for different parts of the lesson?
20 minutes- Bellwork, Vocabulary review
25 minutes- Powerpoint presentation
15 minutes- Individual article and question activity
20 minutes- Group Poster Activity
10 minutes- Review homework, exit slip, and wrap up
3. What procedures will students need to know to complete lesson activities?
The students will quickly and quietly enter the classroom, placing their belongings in the back of the room and beginning bell work at their seats
The students will know that they are expected to be active listeners during the lecture
Students will know that partner work means quickly and efficiently moving together to complete the task. They will know the expectations for staying on target and cooperatively finishing their work as a team.
4. What questioning strategies will you use?
Throughout the lesson I will gear questions towards the concepts already reviewed in past classes and throughout the unit (ie critical thinking). In addition to this I will question the students on concepts we are currently reviewing and discussing, ensuring that students are comprehending the concepts being reviewed. There will be opportunities for questioning in the larger group setting as well as while individual and partner work is being completed.
5. How will you make sure that all students participate in the lesson?
Popsicle sticks will be used to ensure that all students are given equal opportunities to participate in addition to opportunities for students to raise their hands and participate. Partner work will be measured by the development of quality class participation.
Into
TEACHER ACTIONS/STUDENT ACTIONS
1. When students arrive in the room, I will instruct them to follow the bell work and review word expert cards with other class members
2. I will choose a student scribe and facilitate the class discussion of vocabulary word definitions
3. I will review with the students the definitions
4. I will then begin the power point, introducing students to pictures and gather prior knowledge on questioning and strategies
1. Students will enter the room, see the bell work posted, take
out their word expert cards and begin the collaboration and rotating partner discussion of vocabulary words
2. Students will cooperatively create original definitions of the vocabulary words and take notes in language arts composition book
3. Students will double-check notes
4. Students will participate in discussion and writing prompts, sharing prior knowledge
Through
TEACHER ACTIONS/STUDENT ACTIONS
1. I will then begin the presentation, sharing with students the definitions and rationale of this strategy
2. I will facilitate the class model
3. I will assign the students their own articles to read and create questions for it, I will circle the classroom to observe and check for comprehension
4. I will then transition the students into pre-determined groups
5. I will circulate the classroom reviewing and giving feedback
1. Students will observe the power point and take notes on the material
2. Students will participate in class model
3. Students will read the assigned article and create their own questions for each category
4. Students will work with groups to create large scale posters of the strategy
Beyond
TEACHER ACTIONS/STUDENT ACTIONS
1. I will wrap up class by briefly reviewing the class and previewing the next class’ gallery walk
2. I will assign exit slip
3. I will assign homework and dismiss students
1. Students will complete exit slip, record homework, and leave class.
Differentiation
Within my lesson plan I have included different stages in order to keep the students involved and attentive. Each part of the class will focus on a different learning strategy in order to reach each student in the class. The class has been broken down into sections to allow for varied delivery of the material, and students will work with the class, a small group and individually in order to explore the concept. I have chosen pop culture articles that are relatable and simple in order to draw the class in. They will be learning through visual, auditory, and tactile methods designed to reach every student. As they build upon the ideas they explored alone, they will further their knowledge through collaborative development. These activities will challenge and stimulate the students throughout the period.
Adaptations
Because this class is extremely diverse in the their comprehension levels, I have made sure to leave ample opportunity for individual interactions. For students like my IEP individual, it is important that while others are working independently I can check in on his class work and understanding. Because of the students’ age and their attention levels, I have made the activities constantly changing the pace and tone of class to maintain interest.
For my student with sensory integration, the expectations for participation are adapted as well as his method of completing work. As necessary he will be allowed to use a computer to complete his work in order to maximize on time, legibility, and student comfort. Furthermore, he struggles with processing oral direction or questioning therefore he will not be called on randomly or asked to complete an assignment or task without visual aide. Handouts and notes on the board will serve as visual aides while student- teacher signals will indicate that an answer is known and participation is comfortable. The power point has been printed off and given to the student before class.