I begin by asking students 3 questions - Who are you? What is your name? Which school do you attend? I, then, explain that all of these questions begin with interrogative pronouns. A pronoun is a word that takes the place of a person, place, thing, or idea. An interrogative pronoun is a pronoun that is used to a introduce question. "Who" is used to ask questions about people. "What" is used to ask questions about places or ideas. "Which" is used when the answer to the question is a choice between two or more things. I ask students to think-pair-share "who" questions, then "what" questions, then "which" questions. We share some of each of the types of questions whole group. Think-Pair-Share is an effective check for understanding because it provides me the opportunity to give students immediate feedback as I circulate around the room. It also allows students to provide feedback to one another regarding "who," "what," and "which" questions they develop on their own.
I divide my scholars into two differentiated teams. I use the strategy of differentiated groupings because I want to allow my scholars the benefit of learning from one another. I want advanced, on-level, and lower level students to be mixed up on each team. This way, no one or few students provide all of the answers. We, then, play a game in which I display sentences on a Powerpoint and students on each team must create questions related to the information in the sentences that begin with who, what, or which. I model with the first sentence - What do the farm workers do?. Each relevant question earns a team 1 point. I have found that use of collaborative games is an effective engagement strategy for students. The winning team gets small treats. The game is an effective strategy primarily because it involves questioning which prompts the inquisitive nature of my students to come forth.
To close the lesson, I use copies of our local newspaper and Scholastic News magazines in class. Students independently select an article to read and write as many who, what, and which questions as they can create related to the article. This activity is important to the literacy development of my scholars because it provides them choice and autonomy. They get to choose the form of print media from which to read. They get to select a news article of interest to them. And, they get to have the autonomy of developing their own questions that begin with pronouns that ask questions. This culminating reading and writing activity allows the lesson to come full circle as my students used their speaking and listening skills during the earlier game portion of the lesson.