Lesson Plan:

Ask Me How

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August 22, 2015
by Anandi

Learning Objectives

Students will be able to ask questions to retrieve information.


Introduction (5 minutes)

  • Ask your students if they have ever been to a train station.
  • Have them describe their experience in a train station or an equally crowded or confusing area.
  • Explain that asking questions to other people can make their experiences less confusing.
  • Tell your students that today they will practice asking questions.

Explicit Instruction/Teacher Modeling (5 minutes)

  • Separate the class into four groups at a pretend train station: ticket counters, passengers waiting on the platform, ticket checker at the platform, and information desk.
  • Divide students into two groups: group 1 (information providers) and group 2 (information seekers).
  • Have group 1 sit in different corners of the classroom.
  • Instruct group 1 members to take on the roles of the information providers. For example, if a student is in the information desk corner, he will be the one providing information to someone in group 2 who asks.
  • Instruct group 2 members to take on the roles of the information seekers. For example, if a student is in the ticket checker area, he will be the one asking about tickets to the student in group 1.

Guided Practice/Interactive Modeling (20 minutes)

  • Pose a scenario, such as a late train. Instruct your students to act accordingly.
  • Encourage your students to use the word how when asking questions.
  • Walk around the room, acting as a member of group 1 and group 2 at various times.

Independent Working Time (20 minutes)

  • Ask your students to make posters with guidelines of how to navigate the train station.
  • Encourage them to use vocabulary they heard during the role play.



  • Enrichment: Create a new scene, such as an airport, for your students to act in. Have them use the same guidelines and prepare a chart on construction paper to explain the guide to their classmates.
  • Support: If your students are not comfortable being in one group, put them in another group or create a new role for them, such as a passerby. Pair your students so that one student can absorb vocabulary from the other.


Assessment (5 minutes)

  • During independent working time, go around the room, checking to see what information your students are putting down.
  • Ask them how they found out that information and why they decided to use that information.

Review and Closing (5 minutes)

  • Ask your students to recap the role play.
  • Have them repeat questions they asked and the answers that were given.
  • Ask your students to explain why asking questions can be helpful.

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