Davonae Singleton

English III Lesson Plan #3

Subject: Question Wall
Topic: Using Keywords to Enhance your Research Skills
Objectives and (standards):
1. SWBAT Upon successful completion of using inquiry to create keywords, students will
develop and apply a repeated process for their own research project and create questions
that are specific to their topic and related to their keywords (I. 1.1 Use a recursive process
to develop, evaluate, and refine, questions to broaden thinking on a specific idea that
directs inquiry for new learning and deeper understanding.)
Purpose:
The purpose of todays lesson is to allow students to create and analyze refined researchable
questions as well as critique teacher-made and student-made questions.
Procedures: (Please note that these procedures are to be done once for each student)
Introduction:
1. Bell Work (8:20-8:30)
Students will respond to following prompt.
Label true or false for the conditions of a researchable question
1. No keywords should be clearly defined.
2. The question should fit squarely in the field of study
3. The topic should be focused and answerable objectively
4. The question should not be worthwhile to answer
5. There should only be one answer to your question
6. If multiple experts should answer your question differently
7. The question should very narrow
8. The question should be very broad
(10 Minutes) As students are working on BW assignment, I will be taking attendance.
Development:
1. (8:30-8:45) QuizizzAs an anticipatory set, students will apply concepts previously
taught on SMART goals, and prove their proficiency by playing a quizizz game which
assess their comprehension of not only definitions relating to SMART goals, but
application of those definitions.
(http://quizizz.com/admin/quiz/56ba989774096b3e554e59ae/start)
2. (8:45-8:55) Review on QuestioningIn this reteach lesson, students will review the
requirements for creating a researchable question. In addition to reviewing these
questions, I will model how to determine if a question is researchable. Finally, students
will analyze and distinguish between the two types of questions within their learning
community.

3. (8:55-9:25) Question Wall To reinforce the lesson, students will go back to their Big 6
Packet, and will select and revise 1 research question they have selected. Once students
have revised their question, they will create an individual Question Wall piece in which
they highlight their question putting an emphasis on the specific keyword that is present
within the question. Students will complete this activity on a sentence strip and tape the
completed strip to the class wall outside of the classroom.
4. (9:25-10:39) A Walk ThroughOnce students have created their question for the
Question Wall, each group will partake in a walk throughwhere they will be asked to
critique each others questions that are displayedthe purpose is to find their classmates
work and analyze it for its effectiveness, but also to give each student an idea of how to
phrase or create additional questions. These sentence strips will remain on display
throughout the unit so students can always refer to the questions they created.
Conclusion: (3 min)
Students will write an exit ticket citing an example question from the Question Wall
that they thought was a good example of a researchable question and one that could use some
additional tweaking.
Materials:
Sentence strips
Evaluation:
After meeting with students for the day, they will be assessed based on their completion of the
sentence wall critique.

Question Wall Critique

One question I really enjoyed:

Why?
One question I thought could use some refining:

Why?

Question Wall Critique

One question I really enjoyed:

Why?
One question I thought could use some refining:

Why?