LESSON THREE: Ask questions about a topic
Students formulate questions about a topic using a resource book. A review of texts and charts used in the previous lesson helps students write questions on a simple graphic organizer.
GRADE-LEVEL EXPECTATIONS
IL1A Formulate keywords and questions, with assistance, to locate resources on topics of interest.
W1A Use a simple graphic organizer in prewriting with/without assistance.
LESSON MATERIALS
§ Sources of Literature
o None
§ Supplies
o Grade-level appropriate nonfiction texts, magazines, posters, and pamphlets on topics of nature
o Overhead or chart
o Transparency of “My graphic organizer about” handout
§ Handouts provided
o “My graphic organizer about….”
§ Words to know
o graphic organizer
o keyword
o non-fiction
FORMATIVE ASSESSMENT
Students formulate clear questions about a topic and record them on a graphic organizer.
LEARNING ACTIVITIES
1. Remind students they are nature detectives learning ways to find information. Review the previously made chart showing the questions and keywords formulated about trees.
2. Choose a topic from trees, seeds, plants, etc. In 20 questions or less, children ask questions that can be answered yes/no. This type of question usually begins with “Is it?” Using a Yes/No chart, students ask questions to guess the topic you are thinking of. Model good questions to help a detective find information that begins with why, what, where, when, how.
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Strategy |
A student detective may investigate why his cat can see better than he does at night. The question is, “How can cats see at night?” or “Why are cats able to see well in the dark?” In the text on cats, their keyword could be eyes, night, vision, etc. |
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Idea |
Using a computer, demonstrate how important a keyword is to locate information. |
3. Using student-generated topics from the basket, practice making good questions about each topic. Students formulate questions about as many topics as time allows. After writing the questions on the overhead copy of the graphic organizer, write one keyword for each question.
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Questions for Students |
Example of writing on “My graphic organizer about” handout. The topic is turtles. What do we want to know about turtles? What do turtles eat? Key word: food How do turtles protect themselves? Key word: enemies How are turtles born? Keyword: born Where do turtles live? Keyword: homes or habitat |
4. Using their original note card with topic, students write that topic in the middle of the handout. On each spider leg write one question about the topic. This exercise assesses student ability to formulate questions and keywords on a chosen topic. When reviewing the organizers, look for questions relating to the topic.
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Strategy |
Use the scoring guide below to assess the graphic organizer. 4 points Four good questions are written 3 points Three good questions are written 2 points Two good questions are written 1 point One good question is written 0 points No good questions are written |
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Strategy |
Using this organizer, complete the expository writing piece in the last lesson so it is complete and correct as possible. Provide time one-on-one to get the best questions. Save this project for student use in the Summative Assessment. |