The Whipping Boy - Self Questioning

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SWBAT form questions as they read an unfamiliar text.

Big Idea

We will be learning to form questions as we read to help us comprehend the text.


Good Readers Talk to Themselves?

10 minutes

In this unit, we are learning strategies good users often use to help them comprehend text.  In this lesson we will be focusing on asking ourselves about the text.  

To begin the lesson, I will have the kids sit on the floor at the front of the room and begin with:

"Did you know that good readers often TALK TO THEMSELVES while they read?  What do you think they talk to themselves about?"

This will lead us into a group discussion about the types of things a good reader says to themselves.  I will make sure to point out during our discussion that good readers also form questions about the text while they read.

Mini Close Read - Self Questioning

45 minutes

Now that we know that good readers form questions as the read, we will practice with a mini close read.  I have chosen the article "Rescued!: A Helicopter Crew Rescues Passengers on a Research Ship Trapped in the Antarctic Ice" by Kelli Plasket.  The article is found on the website.  This is a great resource for non-fiction articles.  They make great close reads.  We use them quite frequently in our small reading groups.

Before our close read, I will review with the students that I would like them to use their highlighters and pencils the same way we have done for close reads in the past.  They should underline with their pencil any sentences they feel are important in the piece, circle any important words, highlight any words they don't understand, and highlight any text they are unsure about.  Also, they should jot down any ideas they have as they read.  I will then show them the question/answer chart I have included in the graphic organizer.  I will ask the students to form questions about what they are reading as they read.  If that question is answered later in the text, they can jot down the answer as well.  I will demonstrate by reading the Title and letting them know that I already have a question.  How did the research team get trapped?

I will them instruct the students to read through the article.

After the students have all had a chance to read through the article independently, I will then have the students re-read the article in a small group.  I always remind the students of the value of a reread.  I tell them that there are several books I have read many times.  Each time I read, I pick up on something new that I didn't the previous times.  The details become more clear.  Sometimes I understand things I didn't understand at first.  As the students reread the article with their group, they will also share the questions they came up and try to answer any questions left unanswered.  They will also share the words and phrases they found important in the article.  

The Whipping Boy - Chapter 2

15 minutes

Now that the students have had practice with forming questions as they read, we will practice this skill as we continue to read "The Whipping Boy" by Sid Fleischman.  I will give the students a copy of the question/answer chart which they can begin to fill out as we read Chapter 2 in "The Whipping Boy" today.  These charts will serve as a formative assessment for me to quickly evaluate whether they understand the concept of self questioning or not.  

Fleischman, S. (2003). The Whipping Boy. New York, NY : Greenwillow Books