Pepperdine University Lesson Template Instructional

Design/Sublette

Lesson Title: Picture-Question Answer Relationship

Students:4th Grade
40 % ELL Students class of 25

Time: 40-45 minutes

Materials:

Dry Erase Markers

Projector
Whiteboard
Large Book: Tuesday by David Wiesner (Clarion Books, 1991)
5 copies of the book Tuesday, so each pod can share their own to
prevent madness
P-QARs for Tuesday

Standards:
1. CA.CC.4.RL.1: Refer to details and examples in a text when explaining
what the text says explicitly and when drawing inferences from the text.
2. CA.CC.4..CRL.7: Interpret information presented visually, orally, or
quantitatively and explain how the information contributes to an
understanding of the text in which it appears.

Measurable Objectives:
1. Given the P-QAR worksheet, students will analyze and arrange the 4
groups of questions given to them on their Picture-Question Answer
Relationship. (P-QAR)
2. The students will classify the different types of questions, and answer
basic and inferential comprehension questions using the pictures in a
text. This is their EXIT TICKET! They must answer 15 of 20 questions
correctly.

Concepts/Skills Prerequisites:
Students should possess previous knowledge of how a story is
composed, a beginning, a middle, and the end. Students will draw upon
literature related vocabulary that "describe people places and things,
or give specific character traits. The students will

Introduction: Holding up a Spawn comic book, attention, The

teacher says, Do you guys like superheroes? Dont comic books have
the coolest illustrations? What can we tell is going on in this picture.
Does Spawn look like a good guy, or a bad guy? Illustrations are
important because they give the reader, US, a better understanding of
the story. Today we are going to examine Tuesday, by David Wiesner, a
book with no text. We will examine the pictures to help increase our
understanding of the text. We must pay close attention, remember
yesterdays lesson about character traits? Well, today we will make our
own ideas of what is going on by examining clues in the books
illustrations. This is important because it will make us better readers.

(time)5 mins

Anticipatory Set:
What are some of your favorite super-heroes? What types of behaviors
do they show to portray that they are good or evil? The teacher will
hold up the comic of Spawn from before and continue to discuss the
value of illustrations. The teacher and students together will look at a
few pages and draw conclusions of character traits and possible
outcomes from the details in the drawings. Then, the teacher will get
Tuesday, by David Wiesner, and look over the first couple pages
examining the illustrations, and discuss what we together think is
happening as a group.

Instructional Procedures: . It is important to know how to

identify these traits and other things we see in illustrations because they
enrich a story.

(time)25 mins
The Teacher Will:
The teacher will: have the students sit on the rug and face me so they
can all easily see the demonstration.
TTW: Show the comic Spawn again to grab attention, and ask, Can we
tell a whole story without any words? and How important do you think
pictures/illustrations are to a story?
The students will: answer the question and share knowledge of the
importance of illustrations.

TTW: Display the book Tuesday, by David Wiesner and discuss again the
value of good illustrations while opening the book to the first page.
TTW: Ask the students what they see on the cover of the book, Tuesday?
TSW: give examples of different things they see and maybe what
conclusions we can draw from them.
TTW: Give the students the four examples of Picture Question Answer
Relationships. The right there? Artist and you? On my own? Putting it
together question.
TTW: Explain the difference between the four types of questions and ask
a Right There question? What time of day do you think it is here
judging by the cover illustration?
TSW: Answer the question to best of ability.
TTW Explain that teacher will be asking students four different types of
questions about the book. Some of the questions they will be able to
answer by looking directly at the illustration, and others will require
them to use clues or previous pictures in the story to estimate what
will/is happening.
TTW now in detail explain the 4 types of P-QAR questions
TSW: take notes on 4 types of questions and continue to listen.
TTW Go through the book starting with right there questions and
continue to look at pictures and specific character traits of main frogs in
story.
TTW: continue through the story engaging the students with
progressively more difficult and different questions.
TTW:Go all the way through the book using guided practice technique
touching on every type of the 4 questions with examples! now
TTW hand out the PQAR sheet of questions
TTW Ask the students to discuss among their groups what other
inferences they can see just from the cover illustration on Tuesday.
TSW briefly discuss the cover illustration and see what ideas the table
can come up with.
TTW: ask students to share their answers, and try to relate to a real
world object or situation to make more relevant to them.
TTW Explain again why it is so important to be observant and mindful
of illustrations and how they enrich a story, or can even tell their own!
TTW: Explain more difficult and how to get answer againuse previous
knowledge in story, use clues and details to make our own conclusions
to answer
On my Own: Why do you think the police were called? Why is the cop
looking at the lily pad?
Putting it together: What do you think will happen next Tuesday?
TTW: Have the students break off into their pods, and work on their
PQAR question sheets trying to answer all of the questions with getting
15 of 20 right.

Check for understanding: TTW walk around pods to

make sure all students are engaged and listening when the
students break off to their groups for collaboration on their
PQAR question sheet. Watch better language students for
metacognition, if not happening with them might be too
difficult, and adjustment may need to be made.
Close of lesson: The teacher will have a student collect the
question sheets if completed, if not check progressand assign
rest for homework.
(time) _5 mins__
Independent Practice
The students will work in their pod groups to complete the Exit Slip
worksheet.
Assessment: 1. Given the P-QAR worksheet, students will analyze
and arrange the 4 groups of questions given to them on their PictureQuestion Answer Relationship. (P-QAR)
2. The students will classify the different types of questions, and answer
basic and inferential comprehension questions using the pictures in a
text. This is their EXIT TICKET! They must answer 15 of 20 questions
correctly.

1. The teacher will walk around with clipboard monitoring

informal assessments of anecdotal notes of each student as
the different tables work on their Picture Question Answer
Relationship worksheet.
2. The teacher will grade the exit slips checking for 15 of 20
questions to be answered correctly.

Differentiation: First off, this is a great lesson for ELL and

ELA students because the pictures and illustrations give them
the equal opportunity to draw their own conclusions and not

be hindered by tricky wording. When we do the exercise as a

class, going through the book together the teacher will give
special/extra time to ELL.
Also pair with very strong Literary student to help them along.
Possibly might have to follow up the next day with a specific
ELL Lesson Plan to wrap up ideas and concepts to make sure
they were retained.
Have them seated on rug to look at Tuesday with special
seating chart. Make sure to seat the weakest English
Language learners next to the strongest for help that does not
require the teacher to stop lesson every time.
Provide scaffolding as needed, but also gradually remove
supports.

Reflection: This lesson seems to be a bit more involved

than I had originally thought. I thought I would try to stay in
the 20-30 minute range, but I just keep going little over.
Maybe I should try to keep the informative load down a little
bit, Im down a lot from my first disaster of a lesson plan, but
still can see that I need to be more efficient and concise. If I
was teaching a few classes, I would not sleep at all at this
pace. I need to become much quicker at making lesson plans
as well as making them more concise. Started this around
noon, if had two lessons to give, I would not sleep, literally.
Its almost 6, thats 6 hours for one lesson plan. Get home
from work at 5-6, if started immediately itd take 12 hours
working until 5-6 AM for 2 lessons! Got to get faster and
better.