Literacy Drexel Lesson Plan Template

Content and CC.1.3.4.K Read and comprehend literary fiction on grade level, reading independently and proficiently.
Standards:
CC.1.4.4.K Choose words and phrases to convey ideas precisely.

CC.1.5.4.A Engage effectively in a range of collaborative discussions on grade level topics and texts, building
on others’ ideas and expressing their own clearly.

Prerequisites: - Students need to have knowledge of standard “WH” questions (who, what, when, where, and how).
- Students need to knowledge of thick and thin questions and know the difference between them.

After reading Chapters 1-4 of Crenshaw by Katherine Applegate, students will construct 4 questions
Instructional about the main characters (2 THIN / 2 THICK). Students will be able to construct THIN and THICK
Objective: questions in order to comprehend and engage with a fiction text, using a Thick and Thin Questions
worksheet.
- Students will reread Chapters 1-4 of Crenshaw. While reading the text, students will record 1-2
THIN and THICK questions focusing on each of the main characters. After this exercise, students
will be partnered in order to construct thick questions about the characters.

Instructional I. List instructional strategies and learning experiences that are in alignment with the objective(s). Include
Procedures: information about what teaching strategies you will use to engage students. Include information about
what type of technology, manipulatives, etc. you will use to facilitate students meeting the objectives.
● Before:
- Teacher Hope will introduce the class to a new text and the concept of generating questions in order
to better comprehend what is going on in a story.
- Teacher Hope asks students, “Why is it important to ask questions while we read?” Will allow
students to give various responses.
- We ask questions while reading a text in order to better comprehend what we are reading and
engage with the text.

- Teacher Hope will ask students, “What types of questions can you ask while reading a story?”
- (allow student responses)

- Teacher Hope will introduce the concept of THIN and THICK Questions.

- Teacher Hope will ask the students, “What do you think the difference is between a THIN and
THICK question?” (allow student responses)

- THIN questions – questions that clarify and fix your understanding of a story. These questions
are easier to answer, answers are right in the text, are yes or no questions, and usually have only
one answer. (WHO, WHAT, WHEN, WHERE questions)

- - THICK questions – questions that make you think and help you analyze the story for deeper
understanding. These questions need evidence from the text to answer, makes us think, and
could have many answers. (HOW and WHY questions)

- Teacher Hope will model how to as THIN and THICK questions of a text using a current text being
read in the classroom, Tuck Everlasting.

Teacher Hope will introduce the class to new reading selection, Crenshaw by Katherine Applegate
- Class, today we will begin reading Crenshaw by Katherine Applegate. Together, we will read the
first 4 chapters of the book. We will use these chapters to begin learning how to generate questions
 as we read.

Teacher Hope will ask the students to look at the cover of the book and participate in a Turn and Share
activity.
- Students will talk to their neighbor and come up with some questions about the book and characters,
just from the cover.
- Students will share their questions. Other students will have an opportunity to give an answer to the
questions that are posed.

● During:

Teacher Hope gives students the THIN and THICK QUESTIONS worksheet.
- Students are to record THIN questions they have about each main character during read aloud. Their
questions will be recorded on the THIN and THICK questions worksheet.

- Teacher Hope pauses during read aloud (Crenshaw, Chaps. 1-4) to allow students time to think of
possible THIN and THICK questions they would ask about the characters.
Possible THIN question responses:
Who is speaking in the story?
Who is the cat?
Who is the boy?
Where did the cat come from?
What does the cat look like?
What is an animal scientist?
Who is Marisol?
When did the boy start having an imaginary friend?
When did the boy stop having an imaginary friend?

Possible THICK question responses:

Why is the cat on a surfboard?
Why is the cat holding a closed umbrella?
 Why did the cat and umbrella disappear?
Why did the boy close his eyes and count to ten?
Why can only the boy see the cat?
Why does the boy believe that stories are lies?
Why did the boy and Marisol start a business?
How come no one else can see the cat?
How does the cat hide himself from other people?

Teacher Hope will allow students to Turn and Share some of their THIN and THICK questions.
- Students will come back together and share out similarities and difference in the questions they
asked of the text about the 2 main characters.
- It is possible some students will ask THIN questions about the environment, events, or
circumstances in the chapters. Remind the students that the focus is the 2 main characters.

● After: Closure, assessment

Exit Ticket

- Teacher Hope will have short discussion with students about the following reflection questions:
Students will explain Why did you ask this question?
Students will explain How do you think this question will help your comprehension within
this book?
- Students will complete Exit Ticket on worksheet:
Students will turn thin questions into thick questions.
- Teacher Hope will collect worksheet once questions have been answered

Materials and - Copies of Chapters 1-4 of Crenshaw by Katherine Applegate

Equipment: - THIN and THICK QUESTIONS worksheet
- Pencils
Assessment/ Teacher Hope will assess student understanding of generating questions (THIN and THICK questions)
Evaluation: from responses on worksheet.

EXIT TICKET:

Change two thin questions into thick questions.

Differentiation: Teacher Hope will differentiate instruction by displaying WH questions, with examples, for intervention
students to see. Intervention students will be able to work, during small group instruction, to craft THIN
and THICK questions with displayed prompts. Higher level students will be able to create more THICK
questions if they finish early and/or assist classmates who are having trouble crafting questions.

Technology: No technology is needed for this lesson

Self-Assessment - Teacher Hope will collect the THIN and THICK worksheet from students.
- Questions to ask for self-assessment:
Did we read enough chapters?
Should we have read only one?
Was this the right book to use for this comprehension lesson?
How could the addition of technology have helped the lesson?
Was the objective and activities easy to understand for students?
Were the activities rigorous enough for low level and high-level students?
Could this lesson have been broken into 2 lesson or was it good the way it stood?