Lesson plan

Asking and Answering Questions

This lesson helps students learn about asking and answering questions about a text. It also exposes them to valuable lessons about trying to figure out their dreams and not giving up along the way.
Need extra help for EL students? Try the Asking and Answering Questions While Reading pre-lesson.
EL Adjustments
Grade Subject View aligned standards
Need extra help for EL students? Try the Asking and Answering Questions While Reading pre-lesson.

Students will be able to ask and answer questions in order to understand the problems and solution of a basic text.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments
(5 minutes)
  • Ask the class, “Have you ever felt sad and left out of your class at school or a group of friends?”
  • Call on a student and ask if they can tell a one minute story about how they felt left out.
  • Tell the class, “Today we will be learning about a boy named Tony and how he felt left out in his family and his class. We are going to try to figure out the problem, what is wrong, and the solution, how we can fix it, in the story.
(15 minutes)
  • Share with the class, "In order to figure out the problem and solution, we need to be like detectives and learn to ask and answer questions. Asking and answering questions also helps us understand the story better. I am going to show you how to ask and answer the first few questions, and partway through the story, it will be your turn to ask and answer questions on your own."
  • Start reading You Can Do It! by Tony Dungy to the class.
  • Stop after page 2. Ask, "What are the problems Tony is having already? Can you think of any solutions for Tony?"
  • Read pages 3-4. Ask, "How is Tony’s brother trying to help him fix his problem?"
  • Tell the students you will keep reading, and the next time you stop, it will be their turn to ask each other questions about the story. Keep reading until page 11.
(10 minutes)
  • Put students into partnerships and explain that they will have a chance to ask questions to seek clarification and further explanation. Direct them to take out a whiteboard and whiteboard marker.
  • Instruct learners to ask a question to their neighbor to check for understanding, ask for clarification, or ask for further explanation of the text.
  • Encourage them to focus on the problems and solutions in the text. Tell them that each student should say and write their question on the whiteboard. Remind them that a question mark is the correct punctuation at the end of a question.
  • Have partners switch whiteboards to record their answers to the questions.
  • Call on non-volunteers to share questions and answers.
  • Finish reading the story aloud, starting at page 12.
(10 minutes)
  • Tell students to each write down 2 more questions they have about the story on a sticky note.
  • Allow students to have a discussion to share their questions with partners.
  • Enrichment: To include higher level questioning, have students make predictions for solutions along the way.
  • Support: Help struggling students with guiding questions: How do you think Tony’s dad will help him solve his problem? What would you do if you were Tony to help solve your problem? Have you ever felt like Tony did during this story?
(5 minutes)
  • Give each student an index card for the Exit Ticket.
  • Display a short paragraph that contains a problem and a solution.
  • Instruct students to write down the answers to the following questions:
    • What is the problem?
    • What is the solution?
    • How do you know?
  • Engage the class in discussing questions they formed about the text. Have learners turn and talk to a partner about a potential question they could ask. Circulate and observe students' ability to come up with their own text-based questions.
(5 minutes)
  • Have students take out their whiteboards and whiteboard markers.
  • Display the following question: "Why is it important to ask and answer questions about a fictional text or topics in general?"
  • Give students one minute to jot down their ideas independently on the whiteboard. Then, divide the class into groups of 3. Give them one minute to discuss their answers to the focus question. Then, combine two groups of three to make a group of six students. Give them a minute and a half to share their thoughts.
  • Gather the class's attention and call on a non-volunteer from each group to share some key ideas about the topic they discussed.
  • Remind learners that it is important to ask and answer questions so you can understand the story better and become a stronger reader.

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