Denise Hawley ED 330

The Q Food
I. Standard: R.NT.05.01 a. Analyze how characters and communities reflect life (in positive and negative ways) in classic, multicultural, and contemporary literature recognized for quality and literary meaning. b. Source: GLCSs Objective/Benchmark a. This lesson is about generating questions about literature to gain a better understanding of content, culture, and exploration of text. b. This lesson is important because it will challenge students to examine text and consult other research materials for answers to their questions to build schema. c. At the end of the lesson the learner will know how to generate questions about Native American culture and find answers to those questions. d. Students will generate and answer questions through conversation and exploration with 100% accuracy. Anticipatory Set a. Capture i. The facilitator will capture the students interest by generating questions about anything. ii. Phase 2 of the question session will generate questions about the book, Sign of the Beaver. b. Access Prior Knowledge i. The facilitator will access prior knowledge by asking about the Native American food discussed in the text. Input a. Task Analysis i. Set cornmeal in front of students. ii. Ask what they think it is. Then write Cornmeal on the board. iii. Invite students to smell, view and explore the cornmeal. iv. Write down students initial questions about cornmeal. v. Point out to students that before they have even tried cornmeal/cornbread, they already have so many questions This is similar to reading, before even picking up a book for the first time. The questions are what make a reader want to open their mind and dive in to the reading. vi. Pass out cornbread and have students try it. vii. Write down students new questions, next to the first set of questions. viii. Discuss how the questions from 7 formed while they were trying the food. ix. Write down the questions the students have generated after. Write these next to the first two lists. x. Discuss even after theyve tasted and swallowed the cornbread that they probably still have questions, just like after a reader finishes a book. Questioning and thinking goes on and on long after the cover closes b. Blooms Taxonomy

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Denise Hawley ED 330 i. (Knowledge) What do you know about cornmeal after our questioning and answering? ii. (Comprehension) How do Native Americans use corn meal? How do Americans use cornmeal? Are the practices the same or different? iii. (Analysis) If you wanted to know what other cultures use cornmeal where would you look for that information? What steps would you take? c. Learning Styles/Multiple Intelligences i. This lesson compliments different learning styles because students will be listening (audio learner), writing (read-write learner), moving around the classroom (kinesthetic learners), manipulating objects (kinesthetic learners), and participating in discussions (all learners). d. Methods and Materials i. Methods 1. Knowledge will be delivered through while group discussion, selfquestioning, and self-discovering. ii. Materials Needed 1. Cornmeal 2. Cornbread 3. Book, Sign of the Beaver 4. Slips of paper/scrap paper and pencil 5. Whiteboard and Markers V. Modeling a. Visual Input i. Questions written on board and scrap paper b. Verbal Input i. Whole group discussion c. Engaging Students i. Students will find the lesson engaging because it is done with the teacher as facilitator, not the lecturer. This lesson is led by their questions and their participation will help drive the lesson. Check for Understanding a. Sample Questions i. Blooms Taxonomy questions: 1. (Knowledge) What do you know about cornmeal after our questioning and answering? 2. (Comprehension) How do Native Americans use corn meal? How do Americans use cornmeal? Are the practices the same or different? 3. (Analysis) If you wanted to know what other cultures use cornmeal where would you look for that information? What steps would you take? ii. What did you learn about cornmeal? iii. How does this new knowledge help you better understand Native American culture? b. Response i. Questions will be answered in group discussion.

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Denise Hawley ED 330

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Guided Practice a. Questions i. How can our questions about cornmeal relate to questions about other books? ii. What is your schema of cornmeal and cornbread? iii. What kind of questions can you generate about the book youve picked for pleasure reading? Independent Practice a. Self-Reflection i. Students will take a few moments to answer the Guided Practice questions on paper. Closure a. Wrap-Up i. What kind of questions do the students have for me? Assessment/Reflection a. Assessment i. Student response papers to the questions. b. Self-Reflection i. How did the lesson go? Did the students understand the material? Were they engaged? ii. What worked well? What needs improvement? iii. How can I better myself as a facilitator and less as a teacher for the benefit of my students? Resources a. Comprehension Connections by Tanny McGregor b. Sign of the Beaver by Elizabeth George Speare

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