Adapted Madeline Hunter Lesson Plan Format

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson

CCSS. ELA- Literacy. RL.3.1

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers
CCSS. ELA- Literacy. RI.3.1
1. Read closely to determine what the text says explicitly and to make logical inferences from it

1.D. Develop and apply skills to the reading process::

Independent Text No 6-12 Correlation: 3rd grade.
- Read independently for multiple purposes over sustained periods of time by: reading text
thatObjectives/Goals
Learning is developmentally andappropriate
Duration and producing evidence of reading
The lessons objectives and learning outcomes appropriate for meeting curricular and student
needs; What will the students be able to know/do by the end of the lesson? Include the
duration
(number of minutes) you estimate the lesson will take.
The purpose of this lesson is to understand the importance of asking questions throughout the book
being read. They will get practice with questioning throughout the lesson plan and receive a deeper
meaning of what the story is about as well as how questioning betters learning and understanding. This
lesson will approximately take about 35 minutes.

Along with this purpose, the books are chosen accordingly to have students recognize diversity in
families. After reading books that appropriately address a couple ways on how families can be diverse,
they will have a better understanding that it may not be the norm, but its perfect the way it is.
Resources and Materials
List of materials used in the planning of and during the instruction of the lesson

Multiple copies of the books

o Tango Makes Three by: Justin Richardson and Peter Parnell All Kinds of Families by: Mary
Ann Hoberman, My Brother Charlie by: Holly Robinson Peete and Ryan Elizabeth Peete,
The Keeping Quilt by: Patricia Polacco, and My Two homes by: Claudia Harrington.
Post it notes
Pen/pencil

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 Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning

The students that do not get hard copies of the books, will go on their IPads and on the app, EPIC, they will
be able to access each book to read, and if not pebble go, or youtube (upon permission).

Instructional Input
What knowledge is required for you to impart to students in order for them to achieve the
objective or purpose?

The teacher will need to explain the information in the very beginning of the lesson. It will be
explained:
o The students will get to choose whatever book they would like to read out of 5 given
options. (My Brother Charlie, Tango Makes Three, All Kinds of Families, My Two Homes, or
The Keeping Quilt)
o They will then read the book 3 individual times each time adding first 5 questions, then
four the second time read, and 3 for the final time reading.
o The questions will be written on a post it note to place where they were questioning.
(Students using the IPads, will write the page number on the post it notes to let everyone
know). The students will have a total of 12 questions and 12 post it notes.
o The teacher will have written on the board for after they completed the 12 questions
their next step. Which will be that they will then go through their questions and write A if
the answer is in the text. Questions that are answered from someone's background
knowledge they will write BK. If the answer can be inferred write I, if it can be answered
through further discussion they will write D. If the question needs further research to be
answered write RS, and lastly if the question signals confusion they will write HUH? Or C.
o This is an activity that is not strict with getting it right or wrong, because the objective is to
get them questioning the book and we want to keep them open to their own thoughts. As
long as they have 12 questions total after reading the book 3 times along with categorizing
their question, they have completed and learned how to complete the objectives of this
activity.

Checking for Understanding

How will you monitor students learning? If you are using questioning, provide examples of
questions you will use.

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 The students learning will be monitored by having them get a check on their name that the
teacher has. They will receive a check mark when they have completed each section meaning, the
first 5 questions when reading, then when they re-read to get another 4 questions, and their last
check would be when they got their last 3 questions, which total to 12.
The teacher will also walk around the classroom to see how the students are working and
answering any questions they have.
The teacher will also ask questions to the students to get them thinking of more creative questions
such as: why do you think they chose this cover for the book? Do you have any questions about
the illustrations? Did you think anything differently when reading it the second or third time?
Once they have completed their work, the teacher will have someone from each book share to
summarize the books.
The classroom will then go into discussion on the general theme, what they think, if they noticed
when reading, etc.
Once the activity has completed, the teacher will collect all of the books/post it notes to assess
their understanding of the book and analyze the questions they were thinking about when
reading.

Guided and Independent Practice

If relevant, what activities will the students engage in under close teacher monitoring and
direction? What activities will the students engage in without teacher supervision?

Activities the students will engage in under close teacher monitoring:

Making sure they completed minimum of 12 questions when reading.
Making sure they read it 3 different times to get a deeper meaning of the book.
Classroom discussion

Activities the students will engage in without teacher supervision:

Reading the book on their own
Discovering questions on their own about the book
Picking the book they want to read out of the 5 options provided
Discovering if they learned the answers to their question later in the text, with someone's
background knowledge, if it was inferred from the text, if it could be answered through later
discussion, if the question would have to be answered through further research, or if the question
signaled confusion.

Closure
How will you bring the lesson to close? Are there key points of learning you need to review,
clarify, or check? Closure may not be synonymous to an ending point of learning.

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 To bring this lesson to a close, the teacher will bring the class to a whole classroom discussion. They
will discuss:
o How the students questions shifted throughout each time reading it.
o How their questions could be answered, and what majority of their questions fit under
what category. The categories are: if the questions are answered in the text, answered from
someone's background knowledge, if the answers can be inferred, if the answers would be
solved in a discussion, if they would have to be answered through further research, or if the
questions signaled confusion.
o They will discuss the key points of learning, which was questioning the text and what they
found difficult or simple.
After they discuss the overall lesson, they will have a classroom discussion about the books
The teacher will have one student that read each book summarize it.
The teacher will ask the class if there is a resemblance with all of the provided books.
The class will have a discussion on the general theme of the books, ask questions on if they liked the
book, what they think about the topic, if they noticed it was diverse when reading, etc.

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