Notable Notes 2: Independently Asking and Answering Questions Explicitly from the Text

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Objective

SWBAT independently formulate questions and answers referring explicitly to the text to demonstrate understanding after reading closely.

Big Idea

In this lesson, students will review what they’ve read already about the notable person Charles Lindbergh and work independently to create questions and answers based on their close reading.

Enroll Students Into Learning

5 minutes

Today, we begin our lesson by reviewing the term biography.  My students share with me that a biography is a text about a real person, but it’s not written by themselves; instead, it’s written by someone else.  Next, I ask the class about the biographical text we read yesterday, Flight, by Robert Burleigh.  I ask the kids to turn to their tablemates and review what this text was all about, and what we may have learned from our close reading.  I give the students a few minutes and then let each group share some details from yesterday’s reading.  

Experience Learning

5 minutes

Now, I remind the students that yesterday, we started brainstorming some questions we wanted to ask and have answered as we were reading yesterday.  Today, were going to take the skill of asking and answering questions one step further as we take some notes on our questions and answers so we can show what we’ve found explicitly in the text!  I have our two paper passers help out by passing out the note-taking page (see the Resources section here). 

I model for the students how I would take some notes using the first question stem: Who?  I tell the students that just as I modeled for them before when we read about Booker T. Washington, when I think of the question stem Who?, I think of people.  When I think of people in this text, I think of Charles Lindbergh himself.  For example, I think of how Charles Lindbergh is an American aviator who flew his plane across the Atlantic to Paris, France.  I think who Charles Lindbergh is is definitely piece of information to make a note about, so I’ll make a note that says: “American aviator who flew across the Atlantic to Paris, France ” in the Who? box.  Now that I have this note, I could create the question such as, “Who was Charles Lindbergh?”, and I very clearly have the answer, right from the text.

Label New Learning

5 minutes

I tell the students that looking specifically in the text to find answers to questions we’re wondering about or creating helps us show that we understand the text!  Today, I’d like the students to work independently to take some notes on each of the six questions stems! 

Demonstrate Skills

10 minutes

I allow students to get going o their note taking for each question stem.  Each student has the task of:

-reviewing yesterday’s reading and rereading closely as necessary

-taking at least two notes that would lend themselves to a question with each question stem

As students begin working, I circulate around the room to check on student progress.  This is great time to provide corrective feedback, help guide any students that need assistance, and really target students that may still be struggling with asking and answer questions independently.

Once students finish their notes, I have them check in with me so I can review their work.  Once I’ve reviewed and approved their work, each student can create their own flipbook today that showcases their notes through a question and answer format!  Students will decide on a question that can be asked based on their notes that they will write on the front of the flipbook tab.  Then, underneath the tab, they’ll write their answer using the notes we’ve recorded today!  (See the Resources section here for the template and some sample pictures!)

Review

5 minutes

At the end of our time together, I pull back up our Biography Essential Question Map and ask the students, “Who’s another notable person we now know about from the turn of the century?”  The students of course respond with Charles Lindbergh, so I add his name under the “Notable” section of our map.  Then I ask, “What makes Charles Lindbergh notable?”  A student responds by saying, “Charles Lindbergh is notable because he did something no one else had ever done before.”  I say, “That sounds wonderful!  ‘Doing something no one else has ever done’ is a great way to summarize why Charles Lindbergh is notable!”, and I record that on our map as well!

Homework

15 minutes

As you’ll find in most of my lessons, I do not usually include a “Homework” section.  Usually, homework in my classroom consists of a routine list of tasks, including practicing spelling words, math facts, reading a book that is just right for the readers, and sometimes other small tasks.  However, with this week being focused on “notable” people, my teaming partner Nici and I couldn’t resist coming up with an extra special homework assignment for each day of this week.  So, throughout all of these “notable people” lessons, you’ll find our special homework assignment for each day!

For homework, we’ve taken a Kids Discover Magazine all about The Wright Brothers and created a mini workbook where students can practice a variety of CCSS related to informational text!  Each day, students read a portion of the biographical magazine at home and then complete a portion of their mini workbook, which we’ve entitled the “Fantastic Flying Facts and Figures Book”!  We’ve also created an introductory video to go with each day’s assignment that the students watch before their reading and completing their work for the evening!   Check out Day 4’s video and the “Fantastic Flying Facts and Figures Book” in the resources section here!