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Download Teaching Questioning Strategies with Picture Books   Questioning Strategies with Picture Books How do Illustrations Tell a Story? (Grades 12) Curriculum Designed by: Samantha

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  • TeachingQuestioningStrategieswithPictureBooks

    HowdoIllustrationsTellaStory?(Grades12)

    CurriculumDesignedby:SamanthaFitzgeraldBrigidvonVorysNortonMichaelPleasants

  • Focus:CreatingGoodQuestionsEssentialQuestion:Howdoillustrationstellastory?GradeLevel:12gradeTiming:Twothreeweekswith30minutelessons.Thisunitistenlessons,whichcanbetaughteverydayfortwoweeksorcanbespreadoutoverthecourseofthreeweeks.ActivitySummary:Studentswillpracticeusingmultiplelevelsofthinkingwhenquestioningatextanditsillustrations.BloomsTaxonomywillbetheguidingforcebehindthisactivity.Theactivityisscaffoldedandbeginswithateacherthinkaloud/readaloudusingmultipletypesofquestions,thenhavingstudentscreatequestionsintheirLiteratureCirclegroups.Asecondbookisutilizedtoelicitstudentquestioningingroupsafterthefirstbookhasbeenscaffolded.Rationale:Thisactivitywillshowstudentsthatquestionshavevaryinglevelsofinquiry.UsingBloomsTaxonomy,studentswillbeabletocreatehigherlevelthinkingquestionstogetabetterunderstandingofatext,includingitsillustrations.Studentswillalsocreateabankofalltypesofquestionsthatcanbereferredtothroughouttheschoolyear,givingthempracticeinbeinggoodquestioners.Theaimistogetstudentstobeawareofthehigherorderthinkingquestionsthatareimportantforstronglearningandcomprehension.StudentObjectives:SWBATcreatemanyquestionsfrommultiplelevelsofBloomsTaxonomy.SWBATfollowgroupwork/partneretiquettesuchasrespectfullisteningandsharing.Background:ThisbreakdownandguidewascreatedwiththeideathatthestudentsalreadyhavebeentaughtandunderstandtherulesandexpectationsforLiteratureCircles.Thegroupscanbechosenastheteacherseesfit.Accommodationscanbemadebyputtingstrongerlearners/readerswithweakeronesand/ortheteacherspendingadditionaltimewithasmallgroupafterwholegroupinstruction.Thegroupswillconsistoffourstudentsineachgroup.Thestudentsshouldbefamiliarwiththefollowing: listeningtoapeer(respectfullyviaThinkPairShareformat)

  • smallgroupworkingenvironmentexpectations(stayingontask,abilitytocompletetasksindependently)

    roletaking(takingturns,listeningtopeers,rotationofresponsibility).Rolesarerotatedthroughtheliteraturecircle.Theteachercanusehis/herownmethodofroles/assignmentsorusetheonesaslisted:Scribe(writesonthePostIts),Presenter(thespokesperson),Sharer(bringsthePostItstotheboard),Observer(keepsgroupontask).*Theobserverrolecanbeeliminatedintheeventofthreestudentsinonegroup.

    Studentsshouldhaveaworkingsmallgroup(canbetables,canbedifferent)andtheyshouldknowwhotheyareworkingwith.Materials:TheSmallestGirlintheSmallestGradebyJustinRobertsBlueonBluebyDianneWhitePostItnotesinfourdifferentcolors(onecolorforeachgroup)AnemptyBloomsTaxonomyAnchorchart(ablowupofthesampleprovidedbelow)AminiversionoftheBloomschartforeachstudent(asampleisprovidedbelow)AnticipatoryActivity:BeginwithaKWLchart.Havethestudentsthinkaboutquestions.ThislessonisjustlikeanyotherbeginningwithaKWLchart(forexample,EverythingWeKnowAboutButterflies),however,wewillbeaskingEverythingWeKnowAboutQuestions. Discuss:Whydoweaskquestions?Aretheredifferenttypesofquestions?What

    typesofquestionsarethere?

  • DaybyDayBreakdownofMiniLessonsandActivitiesDays16mentortext:SmallestGirlintheSmallestGradeDays710mentortext:BlueonBlue

    Day1 Overview:Teacherreadaloud/thinkaloudofSmallestGirl.Focusquestionsoncomprehensionandillustrations.Majorityofthequestionswillbeprovidedbytheteacher(seelistbelowwithsuggested/examplequestions)StepbyStep: Teacherwilldoaninteractivereadaloudwiththeclass. Beforereadingthebook,theteacherwillshowthestudentsthe

    coverhaveaskthemwhattheyseeonthecover,whatitmakesthemthinkabout,andwhatitmakesthemwonder.Thiscanjustbedoneorallyorinachart.

    Theteacherwillbeginreadingthebookaskingsomeoftheprobingquestionsfrombelow.

    Oncetheteacherhascompletedthereadingofthestory,theywillasktheclassiftheirpredictionsaboutthestoryfromthecoverwerecorrect.Willgobackintothebooktofindevidenceifthestudentsarecorrect.

    Day2 Overview:Rememberquestions(fromSmallestGirl).Teacherscaffolding/modelingandthenstudentstryindividually.Discuss:Whatquestionscanweaskthatwecananswerbylookingatthepage?Ex.Howmanychildrenareonthispage?StepbyStep: Theteacherwillbeginthelessonwithaminilessonabout

    Rememberquestions.Teacherwillwriteontheboardorreferencecluewordsonsentencestripsforthistypeofquestion.StudentswilleachreceiveaBloomsTaxonomyWheelwiththecuewordswrittenonthem.Therewillalsobealarge,anchorchartsizeversionofBloomsTaxonomyWheel.

    Thosewordsare:name,describe,relate,find,list,write,tell.

  • Usingthetext(SmallestGirl)asareference,theteacherwillguidethestudentsthroughcreatingRememberquestionsaboutpages12.Teacherwillwritequestionsdownontheboard.

    StudentswillbreakintotheirsmallgroupsandcreateRememberquestionsaboutpages78.Eachgroupofstudentswillgetapadof3x3stickynotes(accommodationscanmadebygivingstudentsstickynoteswithlines)

    Eachgroupofstudentswillgetaphotocopyofthespreadand/oraSMARTBoardprojectionofthespreadcanbeused.

    Intheirgroups,studentswilldevelop35questionsandwritethemonstickynotes.

    Onceeachgrouphas35questions,theclasswillcomebacktogetherandplacetheirstickynotesontheanchorchartversionofBloomswheel.

    Theteacherwillhaveeachgroupsharetheirbestquestionandtheclassasawholewillrevisitthepageinthetextandanswerthequestion.

    ThelessonwillendwithareviewoftheRemembercluewords.

    Day3 Overview:Understandingquestions(fromSmallestGirl).Teacherscaffolding/modelingandthenstudentstryindividually.Discuss:Whatquestionscanweaskthathelpusexplainwhatisgoing?Ex.Predictwhatwillhappenonthenextpage.StepbyStep: TheteacherwillbeginthelessonwithareviewofRemember

    cluewordsfromthedaybefore. TheteacherwillintroduceUnderstandcuewords.Thesecanbe

    writtenontheboardwrittenonsentencestrips,whichcanbeusedagain.

    Thosewordsare:explain,compare,discuss,restate,predict,translate,outline.

    Usingthetext(SmallestGirl)asareference,theteacherwillguidethestudentsthroughcreatingUnderstandquestionsaboutpages12.Teacherwillwritequestionsdownontheboard.

    StudentswillbreakintotheirsmallgroupsandcreateUnderstandquestionsaboutpages1314.Eachgroupof

  • studentswillgetapadof3x3stickynotes(accommodationscanmadebygivingstudentsstickynoteswithlines)

    Eachgroupofstudentswillgetaphotocopyofthespreadand/oraSMARTBoardprojectionofthespreadcanbeused.

    Intheirgroups,studentswilldevelop35questionsandwritethemonstickynotes.

    Onceeachgrouphas35questions,theclasswillcomebacktogetherandplacetheirstickynotesontheanchorchartversionofBloomswheel.TheRememberquestionsshouldstillbeonthechart.

    Theteacherwillhaveeachgroupsharetheirbestquestionandtheclassasawholewillrevisitthepageinthetextandanswerthequestion.

    ThelessonwillendwithareviewoftheUnderstandcluewords.

    Day4 Overview:Applyquestions(fromSmallestGirl).Teacherscaffolding/modelingandthenstudentstryindividually.Discuss:Whatquestionscanweaskthathelpususewhatwelearned?Ex.Illustrateordrawyourexperience.StepbyStep: TheteacherwillbeginthelessonwithareviewofRemember

    andUnderstandingcluewordsfromthedaysbefore. TheteacherwillintroduceApplycuewords.Thesecanbe

    writtenontheboardwrittenonsentencestrips,whichcanbeusedagain.

    Thosewordsare:show,complete,use,classify,examine,illustrate,solve.

    Usingthetext(SmallestGirl)asareference,theteacherwillguidethestudentsthroughcreatingApplyquestionsaboutpages12.Teacherwillwritequestionsdownontheboard.

    StudentswillbreakintotheirsmallgroupsandcreateApplyquestionsaboutpages1920.Eachgroupofstudentswillgetapadof3x3stickynotes(accommodationscanmadebygivingstudentsstickynoteswithlines)

    Eachgroupofstudentswillgetaphotocopyofthespreadand/oraSMARTBoardprojectionofthespreadcanbeused.

  • Intheirgroups,studentswilldevelop35questionsandwritethemonstickynotes.

    Onceeachgrouphas35questions,theclasswillcomebacktogetherandplacetheirstickynotesontheanchorchartversionofBloomswheel.TheRememberandUnderstandquestionsshouldstillbeonthechart.

    Theteacherwillhaveeachgroupsharetheirbestquestionandtheclassasawholewillrevisitthepageinthetextandanswerthequestion.

    ThelessonwillendwithareviewoftheApplycluewords.

    Day5 Overview:Analyzequestions(fromSmallestGirl).Teacherscaffolding/modelingandthenstudentstryindividually.Discuss:Whatquestionscanweasktoanalyze,orexplore,whatwelearnedfurther?Ex.Compareandcontrastthetwodogs.StepbyStep: Theteacherwillbeginthelessonwithareviewofcluewords

    alreadylearned. TheteacherwillintroduceAnalyzecuewords.Thesecanbe

    writtenontheboardwrittenonsentencestrips,whichcanbeusedagain.

    Thosewordsare:explain,compare,contrast,examine,identify,investigate,categorize.

    Usingthetext(SmallestGirl)asareference,theteacherwillguidethestudentsthroughcreatingUnderstandquestionsaboutpages12.Teacherwillwritequestionsdownontheboard.

    StudentswillbreakintotheirsmallgroupsandcreateAnalyzequestionsaboutpages2122.Eachgroupofstudentswillgetapadof3x3stickynotes(accommodationscanmadebygivingstudentsstickynoteswithlines)

    Eachgroupofstudentswillgetaphotocopyofthespreadand/oraSMARTBoardprojectionofthespreadcanbeused.

    Intheirgroups,studentswilldevelop35questionsandwritethemonstickynotes.

    Onceeachgrouphas35questions,theclasswillcomebacktogetherandplacetheirstickynotesontheanchorchartversion

  • ofBloomswheel.Allpreviousquestionsshouldstillbeonthechart.

    Theteacherwillhaveeachgroupsharetheirbestquestionandtheclassasawholewillrevisitthepageinthetextandanswerthequestion.

    ThelessonwillendwithareviewoftheAnalyzecluewords.

    Day6 Overview:Evaluate/Createquestions(fromSmallestGirl).Teacherscaffolding/modelingandthenstudentstryindividually.Readthebook.Discuss:Whatquestionscanweaskthathelpusthinkoutsideofthetext?Ex.Chooseasideand/orplanhowyouwouldmakeyourgroup.StepbyStep: Theteacherwillbeginthelessonwithareviewofcluewords

    alreadylearned. TheteacherwillintroduceEvaluateandCreatecuewords.

    Thesecanbew