knowledge of the first permanent English settlement in America.
Content Outline: There is non-fiction text everywhere in
everyday life such as newspapers, maps, doctors orders, and menus. We need to be able to read and understand what it says. Today we will read to comprehend nonfiction texts about Jamestowns government using before-, during-, and after-reading strategies to summarize what we have read.
Rationale: Students are expected to learn about
Jamestown because it allows the students to understand when, where, why and how Jamestown was settled.
Objective of the Lesson: The students will be able to
Formulate questions that might be answered in the selection. Identify the importance of the General Assembly (1619) as the first representative legislative body in English America.
Lesson Opening: Students will recite the lesson
objectives. Students will watch a short video on Jamestown. Students will turn and talk to review and review (spiral) the 3 language tribes, where they lived, and one tribal name for each language group.
Connection: Students have been learning about
Jamestown since the beginning of the year. They know that the women and Africans have just arrived to the settlement.
Instructional Strategies/Processes: The teacher will explain that one
way to demonstrate our comprehension of what we have read is to formulate questions about the text before reading. (This is called a before reading strategy very similar to predicting) Explain: formulating questions before reading sets a purpose for reading. It also encourages us to think about what we are reading while we are reading. The teacher will model by displaying a short nonfiction text on the smartboard about Jamestowns government. Prior to reading the paragraph the teacher will discuss the topic of the paragraph. Model how to search out words that repeat in order to determine the topic. After discovering the topic, the teacher will formulate three questions that might be answered after having read the text. Make sure that students agree that the questions are related to the topic and could be answered by reading the text. Read the text aloud. Turn and Talk: have students turn and discuss with a shoulder partner whether each question was answered in the paragraph. Students will share their thoughts with the class. Next, display interactive notes on the smartboard for todays lesson on Jamestowns government. Search out the topic together, and have students turn and talk once more to formulate their own questions that could be answered by reading the text. Instruct one person from each group to write down the groups questions. Remind students to make sure their questions are related to the topic. Each group will share one question that they formulated with the class. Next, students will read the text to determine if the questions were answered. Turn and talk: students will turn and discuss if their questions were answered in the text. After discussing students will share what they found with the class.
Products: Formulated questions
Assessment: On a notecard students will formulate and
write questions that might be answered by reading a nonfiction text about Jamestowns government at least 2 out of 3 times correctly.
Criteria Description
Closure: How can formulating questions prior to
reading help us to demonstrate our understanding of what we have read? Possible answers: it can help us to set a purpose for reading, and encourage us to think about what we are reading while we are reading.
Homework: N/A
Differentiation: Students have the ability to see the teacher
model how to formulate questions in a text. The students can work together to have the opportunity to listen and see how a peer formulates their questions.