Friday Reading

Lesson Plan
Learning Area English, Literacy Interpreting, analysing, evaluating

Lesson Topic Reading strategies - Questioning
Date and time 11 November 2022, 9:30 – 10:0
Overall duration 30 minutes
(time)
Curriculum Links Use comprehension strategies to build literal and inferred
meaning and begin to evaluate texts by drawing on a
growing knowledge of context, text structures and language
features (ACELY1680)
Lesson By the end of this lesson, the students will be able to:
Objectives  Asks questions to gain a deeper understanding of
a text
While reading,
 I can ask thin and thick questions.
 I can use evidence in the text to support the answers to
my questions as well as my own knowledge.
 I can explain how my questions help me understand
the text better.
 I can use text clues and my knowledge to find answers
to questions that aren’t directly in the text.
Student prior Use comprehension strategies to build literal and inferred
knowledge meaning and begin to analyse texts by drawing on growing
knowledge of context, language and visual features and print
and multimodal text structures (ACELY1670)
Lesson  Get a paper bag with an item (glue stick)
Preparation  Prepare Ppt
Resources  IWB  Paper 

bag
Key Terminology  Thin questions
 Thick questions
Learning Introduction
strategies and  Have students on the mat.
activities –  Review thin questions (Slide 2).
Introduction A thin question can be answered very easily. If you
Time 10 minutes are reading, the answer can be found directly in
the text.
A thin question…
…may be answered with a yes or no
…only has a few details in the answer
…can often be answered with a single word
…does not give you a lot of information.
…does not need a lot of thought to answer
…generally only has one answer
Thin questions usually start with what, when,
where, why or how
 Tell students you would like them to think of

questions (thin and thick) to help them work out
what is in the bag. (Students have played this
game before). Provide students with answers that
could help them guess what is in the bag.
Learning Whole class instruction
strategies and  Go through the thin and thick question PowerPoint
activities – starting at slide 11.
Development Explain to students what thick questions are
20 minutes A thick question is answered in detail. To answer a
thick question, you need to think and analyse
information before you can give an answer. If you are
reading, the answer cannot be found directly in the
text, and you may have to infer information to find the
answer.
A thick question…
…has a detailed answer
…cannot be answered with a simple yes or no
…often contains your opinion
…gives you a lot of information
…contains interesting ideas
…often leads to other questions
…can have more than one answer
Thick questions usually start with - why do you think,
how did, why did, how would you feel if, what could
happen if, and I wonder why.
 Provide student with example of thick questions as
per the travelling girl picture
- How would you feel if you were travelling with
the girl in the picture?
- I wonder why the street has no people on it?
- Why do you think the girl is on her own?
 Provide students with possible answers for the
questions
- The girl may be on her own because the rest of
her family are still sleeping. She might be
backpacking on her own
- The street has no people on it because it might
be early morning. There may be a religious
reason, or cultural reason, as to why the street
is empty
- I would feel excited if I was travelling with her
because I would be sightseeing and seeing a
brand, new place.
 Using the picture of the man at the airport,
students create their own thick questions
Explain: Look at the photograph and think a thick
question. Remember your questions should
require thought to answer, could have more than
one answer and can contain your opinion. Allow
students to volunteer answers
Brain break
 Explain we are now going to look at creating

questions using a passage.
 Choose volunteers to read the passage on the
slide (How to train your dragon).
 Remind students that the answers to thick
questions are not found directly in the text.
 Have students think of their own thick question to
volunteer to the class.
Learning Plough
strategies and  What have we learned today? Ask students to
activities – explain the difference between thin and thick
conclusion questions and why we need to ask questions
Time 5 minutes before, during and after reading
Differentiation  n/a
Key questions Within the lesson plan
Assessment of  Assess students understanding from the questions
student learning they provide during mat session
Relationships
Reflections

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Lesson Plan

Learning Area English, Literacy Interpreting, analysing, evaluating

Resources  IWB  Paper 

 Tell students you would like them to think of

 Explain we are now going to look at creating

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