questioning strategies A challenge many teachers face is identifying effective ways to engage students in meaningful dialogue that advances thinking and elicits critical, higher-order responses based on current learning needs. Exploring appropriate questioning techniques, for various grade and ability levels, helps teachers to design questions that encourage critical and higher-order thinking and guide students in their learning.
Using one of the lessons you developed in this course, create both content and critical thinking questions you could ask during the implementation of the lesson. The questions should be based on the standards and objectives within the lesson you selected.
In 500-750 words, explain the following:
The lesson title, standards, and objectives on which the questions focus.
At least three content- or skill-based questions that are appropriate for students’ grade and ability levels for each objective, and examples of answers the question is designed to elicit.
At least three questions for each objective that would encourage critical thinking and higher-order thinking, and examples of answers the question is designed to elicit.
In addition, write 150-250 words examining how questioning strategies facilitate students’ comprehension and critical thinking related to literary and informational texts.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
ELA/ listening and speaking
Instructional Plan Title:
Frog and Toad are Friends by Arnold Lobel
Lesson Summary and Focus:
Students will utilize the book Frog and Toad are Friends by Arnold Lobel to work on speaking and listening. The students will read the book, talk about things in the book, and pay attention to one another’s considerations and thoughts concerning the book. Students will then expand upon their peers’ thoughts and considerations concerning the text
Classroom and Student Factors/Grouping:
This is a class of 15 students. OF the 15 students 3 are ELL students, 3 students have IEPs/504 plans, 1 student uses a hearing device, and 7 students who read below grade level. Small grouping will be used. 5 groups consisting of 3 students each.
National/State Learning Standards:
CCSS.ELA-Literacy.SL.1.1 -Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
CCSS.ELA-Literacy.SL.1.1.a -Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-Literacy.SL.1.1.b -Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
CCSS.ELA-Literacy.SL.1.1.c -Ask questions to clear up any confusion about the topics and texts under discussion.
Specific Learning Target(s)/Objectives:
· Students will be able to actively listen to classmates then complete questions about the text with 90% accuracy.
· Active listening
Resources, Materials, Equipment, and Technology:
· Copy of the book frog and Toad are Friends
Section 2: Instructional Planning
On the whiteboard we will go over what an active listener is and how we can each be one, we will go over what a solid speaker looks and what steps we can take to turn into one. We will review the principles for listening and speaking. We will also discuss proper utilization of the notebook and what it is used for. Then, we will read the book all together. the book will be projected on the whiteboard. I will be utilizing choral reading. Students will be able to utilize their prior knowledge about read books and hat it means to be a good listener. I will initially demonstrate what a strong speaker looks and behaves like and what a active listener looks like as-well.
After we read the book all together the students will separate into small groups. They will get a duplicate of the book and will have the opportunity to talk about what occurred in the book. The students will each alternate discussing the events in the book and what they think the significance of the book is. The students will expand upon each other’s considerations and thoughts regarding the significance of the book. The students will be given a pencil and paper to take notes of any questions they might have.
Multiple Means of Representation
I will show what a strong speaker and active listener looks and sounds like.
Explain how you will differentiate materials for each of the following groups:
· English language learners (ELL): These students will be provided with a copy of the book that is their preferred language to help with any misunderstanding they might have.
· Students with special needs: These students with be provided with a reminder with what an active listener means and looks like.
· Students with gifted abilities: These students find diffent themes throughout he book.
· Early finishers (those students who finish early and may need additional resources/support): These students will find different themes they see throughout the book.
Multiple Means of Engagement
· Students will be divided into small groups and will come up with a visual representation of the book. It could be a poster or a short skit. Students will have to present in front of the class.
Explain how you will differentiate activities for each of the following groups:
· English language learners (ELL): These students will be able to have an aid with them to help the student better understand the students in their group.
· Students with special needs: These students will be able to have an aid that helps them throughout their presentation.
· Students with gifted abilities: These students will be able to help remaining students who are struggling with their visual representation.
· Early finishers (those students who finish early and may need additional resources/support): These students will be able to help remaining students who are struggling with their visual representation.
Multiple Means of Expression
Students will have a chance to share with the class what they learned from the book and what they think the author meant for people to learn from the book. Students will complete a formative assessment by doing thumbs up/ thumbs down if they agree with the classmates sharing what the authors intended lesson.
Explain how you will differentiate assessments for each of the following groups:
· English language learners (ELL): These students will have an aid to help translate to the class this students’ thoughts.
· Students with special needs: These students will be able to use an aid to help them articulate there thoughts.
· Students with gifted abilities: These students will be able to can addon to students sharing their answers to add more insight.
· Early finishers (those students who finish early and may need additional resources/support): These students will be able to help any students who are struggling to find the meaning of the book.
Extension Activity and/or Homework
At home students will read any short story of their choosing. They will then have an opportunity in class the next day to share what they read and one lesson in the story. This is where classmates will show that they understand what a good listener is.
© 2021-2022. Grand Canyon University. All Rights Reserved.