Jonelle M. Dongilla
Westmont Hilltop School District - ESL
SIOP Lesson Plan Template 4 (adapted)
Grade:
Date:
10 and 12
November 27 - 30, 2012
PA English Language Proficiency Standards:
 Preview visually supported text to glean basic facts
 Synthesize relevant information from varied genres or sources, including the
Internet working with a partner.
 Glean information from visually supported texts using graphic organizers.
 Identify key text features using visually supported charts.
Key
Higher –Order Thinking Skills
Materials/Resources:
Vocabulary: (HOTS):
 Promethean Board
 QAR graphic organizers, handouts,
Construct
a
test
applying
 QAR terms
rubric, and accompanying text
knowledge of QAR
 Bloom’s
 Access to computers
Taxonomy
 Journals
Analyze and evaluate student Genre
 PSSA sampler questions
generated test questions to match  READ magazine
QAR process
 Highlighters
 Bloom’s Taxonomy website
http://xnet.rrc.mb.ca/glenh/hots.ht
m
and realia wheel
Content Objectives (standard in plain
Language
Review and Assessment:
English):
Objectives:  Listening worksheets
Reading/Speaking  Use
 Exit ticket
English to  HW
 Make inferences and/or draw
conclusions based on information from
interact in  Practice sheets with QAR
text.
the
classroom
 Cite evidence from text to support
generalizations.
 Write in
appropriate
 Explain, describe, and/or analyze
genre
examples of text that support the
author’s intended purpose.
 Rationalize
reasons for
 Explain, interpret, compare, describe,
choices.
analyze, and/or evaluate connections
between texts.
Writing  Employ the most effective format for
purpose and audience.
 Revise writing to improve style, word
choice, sentence variety, and subtlety
of meaning after rethinking how
questions of purpose, audience, and
genre have been addressed
 Use grade appropriate conventions of
language when writing.
Meaningful Activities (Lesson Sequence):
Day 1 - QAR
 Graded conversation exercise about Thanksgiving break. Play model conversation
first.
 Discuss goals for this class – How to understand test questions better to increase
comprehension.
 Display the 4 types of questions chart on the P Board and copy into notebooks.
 Use the room as a text first.
1. Ask literal questions – Right There. What time is it? What color is the…? Next
require students to explain how they answered them. (by pointing and looking)
Write these observations in your NB.
2. Ask literal and info gathered from various locations questions - Pull it
Together. How many people are in this room? What years is Newsweek
magazine available in this room? Next require students to explain how they
answered them. (Emphasize it’s a literal question but requires them to look in
more than one location). Write these observations in your NB.
3. Ask using background knowledge and combine with information gathered
from the room questions – Author and Me. What is the best way to arrange the
seats so that people can work in pairs? What software program on these
computers could you use to complete a yearbook project? Next require students
to explain how they answered them. (*These are often the most difficult
questions.) Write these observations in your NB.
4. Ask only draw from prior experience but are topic-related questions – On My
Own. What’s the best way to arrange the desks for our purposes in this room?
Is it destruction of property or art when students draw on desks? Next require
students to explain how they answered them. (Discuss how these are opinions
and open-ended. Shift to text – students identify themes and the big picture.).
Write these observations in your NB.
 Pass out hand out p. 10 to view examples of QAR and reinforce learning of
concept.
 Pass out practice handout p. 11. In pairs, take turns reading a sample text to each
other then write sample questions in each category. When finished, answer what
you have to do to answer each question. Teacher answers them thinking aloud.
 On an exit ticket, write your impressions of the lesson or concept today and what
you have learned.
Day 2 – QAR
 Pass out QAR review web. Review the 4 types of questions.
 Read 3 Little Pigs and fill out graphic organizer together.
 Pairs are given PSSA sampler passage and questions. Tell students to scan the
passage and read the questions. Classify each question according to QAR,
highlighting key words that support your choices.
 Take turns presenting your decisions to the teacher, explaining your reasons for



your choices. Teacher corrects as needed.
Teacher introduces Bloom’s Taxonomy using website
http://xnet.rrc.mb.ca/glenh/hots.htm and realia wheel. Look at words they can use
from the taxonomies for each category of the QAR.
Generate a list of words they can use for each QAR category in NBs.
HW – Give each student a content-specific test from one of their core subjects.
Have them label each question and highlight key words in those questions that
give clues to what type of question it is.
Day 3 & 4 – Test as Genre
 Bell Ringer: Who makes tests? What are they supposed to measure? How wil test
scores be use?
 Pair share journal in natural conversation, including personal test-taking
experiences.
 Teacher introduces test as a genre - a category of artistic composition, as in music
or literature, characterized by similarities in form, style, or subject matter. Define
in NB.
 Review sample standardize test. Go through the questions, instructions, passages
together.
 Look closely at questions. After reviewing QAR web, students categorize the
types of questions individually then together. Rationalize their choices to each
other. Teacher uses the QAR rubric.
 Students generate test taking strategy list in NB, and teacher supplements the list.
 Discuss purpose for reading. Then, students read a short story from READ
magazine together. With teacher.
 In pairs students write their own questions about the story using QAR. Teacher
writes the first one together. (Finish for HW.)
 Students type final copy in MS Word. Submit for weekly grade.