Comprehension Strategies Lesson Planning Guide

By Author: endeavor
Total Articles: 235
Comment this article

The point to Chanel jewelry consider is that this replica industry has provided before as well as pleasure to jewelry lovers. These Chanel replica jewelry are made with same base as used in Chanel's brand.

1. Model
Demonstrate how you will use the selected COMPREHENSION STRATEGY.

Using the examples of leveled questions based on Bloom's Taxonomy, students will discuss and label the questions they created for the introductory excerpt of Chapter 1. The teacher will extend the modeling by conducting a read-aloud-think-aloud session. The teacher will continue reading Chapter 1 aloud, modeling questions while doing so.

Students will be required to note any Knowledge Level Questions that were asked by the teacher in the read-aloud-think-aloud. Students will share their findings with the class. They will start to identify and differentiate between different levels of questions in this exercise.

2. Guided Practice
Require students to practice new learning/CONTENT as they practice a COMPREHENSION ...
... STRATEGY.
Students will work in groups of 3-4 to finish reading Chapter 1. While doing so they will develop three more Knowledge (Level 1) Questions. This practice will be guided by the students' peers as well as the teacher. The teacher will circulate to monitor and assist in this process. At the end of class the teacher will collect students' questions to check for understanding.

3. Independent Practice
Require students to independently demonstrate their new understandings of CONTENT and the COMPREHENSION STRATEGY.
For homework, students will read Chapter 2 of The Great Gatsby. In addition, they will be required to work independently to develop five unique Knowledge Level Questions based on the novel. This will be discussed and collected to check for understanding.

4. Closure
Include reinforcement of CONTENT and COMPREHENSION STRATEGY.
To reinforce learning, the teacher will bring the class back together and each group will share one Knowledge Level question that they created. It will be the responsibility of the class, with the guidance of the teacher, to provide feedback to groups other than their own. Students will be asked, Is the question the group created a "knowledge" question? How do we know?
Students will continue developing questioning skills throughout the novel, as follows:

1. The Great Gatsby Chapter 3 - Question Level 2: Comprehension

2. The Great Gatsby Chapter 4 - Question Level 3: Application

3. The Great Gatsby Chapter 5 - Question Level 4: Analysis

4. The Great Gatsby Chapter 6 - Question Level 5: Synthesis

5. The Great Gatsby Chapter 7 - Question Level 6: Evaluation

For Chapter 8 of The Great Gatsby students will use the skills they have honed during the previous 7 chapters. Students will be required to create twelve questions for Chapter 8 of the novel—two for each level. These questions will then be used to play a review game.
To conclude the novel and the study of Questioning skills, students will read Chapter 9.

As students progress and reach higher levels of questioning, they will develop more thought-provoking questions. To assess this objective, students will be directed to create one significant question at each level (six questions, total) based on Chapter 9 or the novel as a whole. In class, students will exchange questions and answer the questions created by a classmate. Students will be assessed on their ability to compose questions (comprehension strategy) as well as their ability to answer them (content).