Prior to the lesson, take questions your students generated from the Ruby Bridges story. These questions are located on the question answer graphic organizer you collected for yesterday's lesson. On index cards, which each of the following: Right There, Think and Search, On My Own, and Author and Me. Then take enough index cards for your entire class, including the four you already wrote. Write questions your students generated on each card.

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.


1. Index cards with questions from Ruby Bridges, as well as index cards with each type of QAR

2. Rosa by Nikki Giovanni

3. Rosa Questioning graphic organizer for each student

4. Rosa Questioning graphic organizer for the whole class to see (example on an overhead)


1. Randomly hand out a questioning index card or type of QAR index card to each student upside down. These are the cards you create from the Ruby Bridges questions your students created.

2. Tell you students that without talking, they must determine how to categorize themselves.

3. Allow them to freely move throughout the room but with complete silence.

4. After your students have put themselves into categories, have each category give reasons why they all formed together. Ask the remainder of the class if this is correct, if so move on to the next group. If there are any mistakes, have those students find the correct category to join. Continue this until all cards have found their correct category.

5. Review the four types of question-answer relationships.

  • 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.
  • Author and Me: This answer can be found using your own thoughts and knowledge, as well as information found in the text.
6. Hand out a Rosa graphic organizer to each student and place the classroom graphic organizer for all students to see. Go over the graphic organizer as a class.

  • QAR Category: Have students write the definition for each category.
  • Question: This is where students will record the questions they generated.
  • Answer. They must thoroughly answer the question they created.
  • How did you find the answer?: They must give justification for how they found the answer. This should match up with the type of question they generated. For instance, if it is a right there question, students would say the answer was found on page 5. If it is an author and you question, students would say that they used the authors ideas, as well as their own to come up with an answer.
7. Tell them that as you read today, they must generate four types of questions for each QAR, but they must also provide answers and reasons behind their ideas.

8. Begin reading the text, Rosa, with the class and generate at least one question in each category before you all the students to continue the work independently. Use the attached answer key as a guideline for different questions you could generate together as a class from the beginning of the text.

9. Continue reading the text and have students create a variety of question-answer relationships. You will need to pause at the bottom of each page to ensure students have enough time to create the questions, answer them and give their reasoning. You can have students work independently or with partners.

10. After reading the text, have students get into small groups (either 2 or 3). Each student should share a question in each QAR category. Their partner must determine the type of question-answer relationship and provide an answer for the question. Give enough time for each student to share their ideas.

11. Collect their Rosa Questioning graphic organizer and assess them on how well they know how to ask questions and put them into the correct question-answer category.


Use the Rosa Questioning graphic organizer to determine how well students can question and distinguish the types of question-answer relationships.

Use the graphic organizers to determine what students should be put in each section of the Tuck Everlasting packet. See Day 5 under Questioning Packet Pages.

Answer Key or Rubric:

See the attached sample question graphic organizer for guidelines on questions students could generate from the book Rosa.

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:


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