Grade: 3 Subject: Language Arts
Unit: Communities
Lesson Focus: Science – Materials & Structures: Creating Questions Part 1
An introduction to generating good quality questions.
Timeframe: 30 Minutes
“I can” statements
I can generate questions about a specific topic
I can find information to answer questions
Outcomes
Students will communicate effectively and clearly and respond personally and critically.
· demonstrate effective active listening habits in multiple cultural contexts
· ask and respond to questions to seek clarification of others’ ideas to consolidate information
· respond to and give directions that are multi-step with increased complexity
Students will interact with sensitivity and respect, considering audience, purpose, and situation.
· use social conventions such as turn-taking, politeness*, when to speak and when to listen, in a range of conversations and cooperative play situations in multiple cultural contexts
· use established courtesies and conventions of conversation in group work and co-operative play situations with consideration for audience and purpose
Students will respond personally and critically to a range of culturally diverse texts.
· infer meaning within and beyond a variety of texts
· discuss how prior knowledge supports comprehension of culturally relevant text
Students will convey meaning by creating print and digital texts collaboratively and independently using imagination, personal experiences, and feelings.
· express ideas in complete thoughts using simple, compound, and complex sentences
Students will be expected to use writing and other forms of representation including digital to explore, clarify and reflect on their thoughts feeling and experiences and learnings.
Connection: Lesson: Creating Questions Part 2 follows this lesson
Resources:
The City Speaks in Drums by Shauntay Grant
Padlet (on-line collaboration tool)
21 Century Skills
· Communicate and Collaborate ·Create &Publish
· Citizenship ·Analyse & Synthesize
·Apply and Interconnect ·Evaluate & Leverage
Mini-lesson:
Explicit Teaching (I do)
Display a picture on the SmartBoard. Discuss what we see happening.
Example:
page from “The City Speaks in Drums” by Shauntay Grant:
Girls talking Girl holding a book smiling Other girls not smiling Boy standing on sign post Car driving by
Tell students they are to create questions to go with the picture, using padlet. “Good questions cannot be answered in 1 word”
Groups (We do)
Students generate questions to go with the picture with their partner and display their questions, using padlet. Write their names on their padlet submissions.
Teacher circulates around the room, listening to conversations.
Time to Share (We share) & Explicit Teaching (I do)
Read each question on padlet and use the picture to infer an answer.
Discuss the following questions.
Which questions required more detailed answers?
What words did the good quality questions begin with? Why, How
Differentiation:
Choose student’s partners to support specific students
Assessment:
Observational
Padlet submissions
Unit: Communities
Lesson Focus: Science – Materials & Structures: Creating Questions Part 1
An introduction to generating good quality questions.
Timeframe: 30 Minutes
“I can” statements
I can generate questions about a specific topic
I can find information to answer questions
Outcomes
Students will communicate effectively and clearly and respond personally and critically.
· demonstrate effective active listening habits in multiple cultural contexts
· ask and respond to questions to seek clarification of others’ ideas to consolidate information
· respond to and give directions that are multi-step with increased complexity
Students will interact with sensitivity and respect, considering audience, purpose, and situation.
· use social conventions such as turn-taking, politeness*, when to speak and when to listen, in a range of conversations and cooperative play situations in multiple cultural contexts
· use established courtesies and conventions of conversation in group work and co-operative play situations with consideration for audience and purpose
Students will respond personally and critically to a range of culturally diverse texts.
· infer meaning within and beyond a variety of texts
· discuss how prior knowledge supports comprehension of culturally relevant text
Students will convey meaning by creating print and digital texts collaboratively and independently using imagination, personal experiences, and feelings.
· express ideas in complete thoughts using simple, compound, and complex sentences
Students will be expected to use writing and other forms of representation including digital to explore, clarify and reflect on their thoughts feeling and experiences and learnings.
- create and record higher level questions both in print and/or digital format
Connection: Lesson: Creating Questions Part 2 follows this lesson
Resources:
The City Speaks in Drums by Shauntay Grant
Padlet (on-line collaboration tool)
21 Century Skills
· Communicate and Collaborate ·Create &Publish
· Citizenship ·Analyse & Synthesize
·Apply and Interconnect ·Evaluate & Leverage
Mini-lesson:
Explicit Teaching (I do)
Display a picture on the SmartBoard. Discuss what we see happening.
Example:
page from “The City Speaks in Drums” by Shauntay Grant:
Girls talking Girl holding a book smiling Other girls not smiling Boy standing on sign post Car driving by
Tell students they are to create questions to go with the picture, using padlet. “Good questions cannot be answered in 1 word”
Groups (We do)
Students generate questions to go with the picture with their partner and display their questions, using padlet. Write their names on their padlet submissions.
Teacher circulates around the room, listening to conversations.
Time to Share (We share) & Explicit Teaching (I do)
Read each question on padlet and use the picture to infer an answer.
Discuss the following questions.
Which questions required more detailed answers?
What words did the good quality questions begin with? Why, How
Differentiation:
Choose student’s partners to support specific students
Assessment:
Observational
Padlet submissions