Question-Answer Relationships with Faithful Elephants
Type:
E-book, Lesson PlanDescription:
Students will gain a better understanding of question-answer relationships by reading the text, Faithful Elephants by Yukio Tsuchiya. Several review activities will also help to reinforce question-answer relationships.
Subjects:
- Education > General
- Language Arts > General
- Language Arts > Listening & Speaking
Education Levels:
- Grade 3
- Grade 4
- Grade 5
- Grade 6
- Grade 7
- Grade 8
Keywords:
Tuck Everlasting Natalie Babbitt questioning question answer relationships faithful elephantsLanguage:
EnglishAccess Privileges:
MembersLicense Deed:
Creative Commons Attribution 3.0Collections:
None
This resource received a 3* rating because it is part of Tuck Everlasting Novel Study, which received a rating of 3-Exemplary in the Curriki Review System and which you can see here: http://www.curriki.org/xwiki/bin/view/Coll_hlengst/TuckEverlastingNovelStudy
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Introduction:
Teachers must also have an overhead copy or something equivalent of the QAR graphic organizer to show to students while teaching. Finally teachers should gather 4 pieces of chart paper and write one of the following headings on each: Think and Search, Right There, On My Own, and Author and Me.
Group Size: Any
Learning Objectives:
Students will differentiated between the 4 types of question-answer-relationships. Students will begin to create questions that fit into the 4 categories of question-answer relationships.
Materials: 1. 4 pieces of chart paper each with a heading of one of the following (Think and Search, Right There, On My Own, and Author and Me) 2. One copy of Faithful Elephants by Yukio Tsuchiya
3. A QAR graphic organizer for each student 4. One QAR graphic organizer for all students to see, such as an overhead 5. Students Question-Answer Relationship graphic organizer from the Ruby Bridges story (from day 1)
Procedures:
1. Have students hand in their Ruby Bridges question-answer relationship organizer they completed from yesterday. 2. All students should be instructed to go to the center of the room. 3. Designate 4 corners of the room to be the different question-answer relationships. The following corners should be:
5. Go over at least 10 questions and monitor student's ability to go to the right area of the room. 6. If too many students are looking at their classmates to guide where they are going, do the following alternative activity.
9. Discuss why In My Head questions (On My Own and Author and Me) prove to be more difficult to answer and create. 10. Tell students you will be reading them the book, Faithful Elephants by Yukio Tsuchiya. While reading, they are expected to create question-answer relationships. 11. Hand out a QAR graphic organizer to each student. Have the whole class graphic organizer visible for all students to see. 12. Let them know that you will be generating questions together to begin and they need to record the same information you are writing on their own individual graphic organizers. 13. Begin reading the section "To the readers," to the class and generate questions together.
Assessment:
Look at the definitions each student generated for the four types of question-answer relationships to determine any students that might be struggling with the concepts.
Benchmark or Standards:
The Standards for the English Language Arts: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Attached Files:
Teachers must also have an overhead copy or something equivalent of the QAR graphic organizer to show to students while teaching. Finally teachers should gather 4 pieces of chart paper and write one of the following headings on each: Think and Search, Right There, On My Own, and Author and Me.
Group Size: Any
Learning Objectives:
Students will differentiated between the 4 types of question-answer-relationships. Students will begin to create questions that fit into the 4 categories of question-answer relationships.
Materials: 1. 4 pieces of chart paper each with a heading of one of the following (Think and Search, Right There, On My Own, and Author and Me) 2. One copy of Faithful Elephants by Yukio Tsuchiya
3. A QAR graphic organizer for each student 4. One QAR graphic organizer for all students to see, such as an overhead 5. Students Question-Answer Relationship graphic organizer from the Ruby Bridges story (from day 1)
Procedures:
1. Have students hand in their Ruby Bridges question-answer relationship organizer they completed from yesterday. 2. All students should be instructed to go to the center of the room. 3. Designate 4 corners of the room to be the different question-answer relationships. The following corners should be:
- Right There Corner
- Think and Search Corner
- On My Own Corner
- Author and Me Corner
5. Go over at least 10 questions and monitor student's ability to go to the right area of the room. 6. If too many students are looking at their classmates to guide where they are going, do the following alternative activity.
- Designate each question with a 1 (ranging from 1-4).
- Have all students close their eyes.
- Say a question and have students hold up the number the question represents with their fingers.
- Right There: The answer can be found right in the book.
- Think and Search: The answer is in the book, but you must think carefully about the whole story.
- On My Own:The answer can be found your own thoughts and knowledge. You don’t have to read the book to answer this type of question.
- Author and Me: This answer can be found using your own thoughts and knowledge, as well as information found in the text.
9. Discuss why In My Head questions (On My Own and Author and Me) prove to be more difficult to answer and create. 10. Tell students you will be reading them the book, Faithful Elephants by Yukio Tsuchiya. While reading, they are expected to create question-answer relationships. 11. Hand out a QAR graphic organizer to each student. Have the whole class graphic organizer visible for all students to see. 12. Let them know that you will be generating questions together to begin and they need to record the same information you are writing on their own individual graphic organizers. 13. Begin reading the section "To the readers," to the class and generate questions together.
Sample Questions to Use:
- What does the author feel that each human being has to work towards today? (right there)
- Why do you think the author chose to include this section in the text? (author and me)
- During World War II, where was Tokyo often attacked? (right there)
- Why is nuclear warfare so dangerous for the world today? (on my own)
- How many elephants died at Ueno Zoo in Tokyo? (right there)
14. Continue reading the text and stop at the bottom of every page to allow students to generate questions either individually or with a partnership.
15. Call on students to state their questions and have the remainder of the class determine what type of QAR it is. Also discuss the answers to the questions.
16. After reading the text, tape the large pieces of chart paper with each type of QAR around the room.
17. Put students into 4 equal groups. If this requires you to have too many individuals in each group, possibly create 8 posters with two of each type of QAR.
18. Put one group in front of each QAR poster. Give them about 2 to 4 minutes to record as many questions from Faithful Elephants that fit within the question-answer relationship.
19. Have students rotate around the QAR posters until they have listed questions for each type of question-answer relationship.
20. Then have students go back to the original poster they started at. Give them between 1 and 3 minutes to check the work of their classmates. Have them put a star next to each question that they feel belongs in that category of question-answer relationships. Then have them put a question mark next to answer question they are not entirely sure fits into the category.
21. Have students rotate around the posters until they have had a chance to check all of their classmates work.
22. Come together as a class and go over each question-answer poster. Discuss why there are question marks on any questions and determine as a class what category they should fall within.
23. Have students take out a sheet of paper and divide it into four categories.
- Right There
- Think and Search
- On My Own
- Author and Me
Assessment:
Look at the definitions each student generated for the four types of question-answer relationships to determine any students that might be struggling with the concepts.
Benchmark or Standards:
The Standards for the English Language Arts: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Attached Files:
 | QARRubyBridgesgraphicorganizer.doc |
