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MOPTA Lesson Plan Format

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson

CCSS. ELA- Literacy. RL2.1

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding
of key details in a text

Learning Objectives/Goals and Pacing

The lessons objectives and learning outcomes appropriate for meeting curricular and student
needs; Include the duration (number of minutes) you estimate the lesson will take

Students will be able to understand that active readers purposefully ask questions about a text before they
begin reading, during their reading, and after they finish reading. Students will also know how to ask
questions during all three phases of the reading process and understand how these questions help them
better understand a text. Continuous class discussion and the two read alouds with question-recording
should take one hour to an hour and 15 minutes all together.

The literature used will represent diverse friendships, which is a topic that will promote questions
regarding who, what, where, when, why and how. Students will be able to ask questions about characters
friendships before, during, and after reading.

Resources and Materials

List of materials used in the planning of and during the instruction of the lesson

-Poster to make Before, During, After class list chart (1) (picture included in assessment section)
-Before, During, After, three-column class chart (1) (picture included in assessment section)
- Clara and Asha by Eric Rohmann
- My Two Blankets by Irena Kobald and Freya Blackwood
-sticky notes (4 per student)
-Writing utensil for each student

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Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning
Technology will not be necessary in this lesson unless it would benefit a student with those needs, and in
that case the technology would definitely be made available. Some of those accommodations could
include videos or audio recordings.

Assessment (type[s] of assessment used throughout the lesson)

Assessment(s) before, during and after the lesson

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Students will be assessed through two different class charts and during whole-class discussion.

The first class chart includes questions from the class that are labeled with B (before), D (during), and A
(after). This chart provides an organized way for the teacher to record questions that students have during
different points of the reading, and allow them to label each question with the correct phase. This first
chart assessment will include scaffolding and modeling from the teacher (examples of specific questions
about the text from the teacher).

My Two Blankets

B Why are there two blankets?

B Whose blankets are they?
B Do the blankets symbolize
anything?
D Why did she feel nervous after
they played on the swings?
D Are the two girls going
to become friends?
A Will she always have two
Blankets?
A What was the message that the
author wanted us to take away?

The second class chart is a three- column class chart that will include columns labeled: Before, During, and
After. During the second read aloud, students will independently record one question on each of the four
sticky notes given to them (one question before the reading, two questions during, and one question
after). Students will then write their names on each of the sticky notes and place them under the
appropriate column. These responses will be used for whole class discussion and will provide me with each
students ideas and understanding of the lessons concept, allowing for an accurate and authentic
assessment.

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Lesson Structure and Procedures

Sequence of events of the lesson elements. (The before, during and after the lesson, e.g.,
Engagement/Opening, Procedures, Guided Practice, Conclusion)
1. We will briefly discuss yesterdays lesson topic, addressing how we as a class now know that we
can ask many types of questions to better understand our readings
2. I will then transition the discussion of yesterdays topic into todays topic of how active readers ask
questions before, during, and after reading. (ex. Of transition: Im glad we all agree that asking
questions allows us to better understand what we are reading. As readers, when can asking these
questions to help us gain better understandings?)
3. I will then introduce the book, My Two Blankets, for a class read aloud and express that I have
some questions about the book before even opening it, based off solely looking at the front cover.
Ask the class about what questions they have and we will begin to make a class list on a large
poster. After recording multiple class questions including one or two from myself, I will ask, at
which of the three phases have we asked the questions?. We will then label each of the questions
with a B at the beginning.
4. I will begin reading and after every few pages I will ask the students to share any questions they
have (about 2 students at each question-asking break, paying attention to time constraints). While
I record the questions, students will help code them with a D for during.
5. When we finish the reading, I will record three-five questions that students have following the
reading, along with one or two that I have, and we will label each of the questions with an A for
after.
6. We will have a very brief discussion about how our questions differ at different points of the
reading process including before, during, and after (This discussion is just to make sure that
students have an understanding of how to ask these different questions. A more inclusive,
concluding discussion, will take place at the end of the lesson.)
7. We will then transition into the part of the lesson that is more independent. I will pass out sticky
notes (4 per student: 1 for before, 2 for during, and 1 for after) and will put up a three-column
class chart in the front of the class. I will explain that the three-column chart is similar to the class
chart we just created.
8. For this part of the lesson I will read aloud, Clara and Asha. Students will fill out their four sticky
notes before, during, and after the reading, putting their names on each sticky note.
9. Students will then place their sticky notes on the class chart under the columns
10. We will have a concluding whole-class discussion about how our questions change during the three
phases and how these questions we ask help us better understand our readings and understand
others friendships.

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Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs

The teaching approach that I will be using throughout the whole lesson is reading aloud. During my read
aloud with the first book, I will share questions that I have, along with asking students for their questions
that they have. During the second read aloud I will allow for independent practice by solely reading the
book, but will still be open to questions from students about their questioning process.

Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives

I will provide students with many learning opportunities including participating in whole-class discussion at
multiple times during the lesson, helping to label the first class chart with Bs, Ds, and As, sharing their
questions with the class, and filling out sticky notes to place on the class chart.

Differentiated/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences,
etc. (This includes accomplished/gift learners.)

I would take into consideration the diverse learning needs of all of my students and would make all of the
necessary accommodations. If necessary, I would allow my students who would benefit from it to share
their before, during, and after questions with me orally rather than written, since the main goal is to
understand how to ask questions. I would also provide modeling for students that need it which could
include outlines questions including: I wonder? How come?. I

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Classroom Management: room arrangements, transitions, material distribution

Strategies consistent with the learning needs of the lesson that also meet student behavior
needs to help keep students on task and actively engaged

Throughout the year I will have practiced appropriate transitions with the class, so transitioning to the
floor and then back to their desks for independent practice should be smooth and quick. I will also have
students come up by their table pods or table rows to put their sticky notes on the chart so the process
will not be as hectic.

Extensions
Activities for early finishers that extend students understanding of and thinking about the
learning objectives by applying their new knowledge in a different way

This lesson does not allow for students to finish early. However, in regards to extensions for future classes
or reading at home, I will print out a stack of three-column charts to put in the classroom. Students will
have the option to fill out the graphic organizers in order to track their questioning during their
independent reading. I will allow students to share these charts with me at appropriate times and provide
feedback on their questions.

Follow-up to Todays Lesson: (check for understanding: exit ticket, pair share, wonderings)
Quick activity for review or building on todays learning that will deepen student understanding
and interconnect concepts (may be incorporated tomorrow or throughout the unit)

To follow-up on todays lesson I will have the students pair and share about how asking questions before,
during, and after reading allows them to be more active, engaged, and understanding readers. One
student per pair will write down a sentence or two responding to this prompt to turn in with both
students names. I will read all of the responses and pick out some of the common ideas to share at the
beginning of the next lesson. Students will also reflect on how asking questions before, during, and after,
allows us to think more deeply about relationships and friendships between individuals.

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Additional Information
Any area or lesson component that may not have been covered by this format that you think is
vital to include in this lesson

It is important for students to understand that asking questions is a continuous process and that after
reading, even a day or multiple days after the reading, it is still ok and is even encouraged to continue to
ask questions. It is also vital for students to understand that they should not be intimated by a text if
they cannot think of many questions to ask before the reading, and that they should instead be intrigued
to dive into the book.

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