Asking Good Questions - 2

Foundational

Lesson Plan

Goal: During a conversation exchange, the student will ask up to two questions that relate to the topic being discussed, in 8 out of 10 observable opportunities, as measured by a teacher assessment tool.

Objectives:
1. Identify the topic of a given conversation exchange.
2. Develop up to two questions to ask that clarify the topic.
3. Repeat back the answers given to the questions you asked.

Definitions of Key Terms: The purpose of asking a good question while having a conversation is to gather information or tell you something you didn’t already know. Asking a good question is also helpful in keeping the conversation relevant and enjoyable.

Questions

  • What is a question?
  • What is a good question?
  • Why do we ask questions?
  • How or when should we ask questions?
  • How do questions assist us in developing better conversations?
  • Is a conversation enjoyable when someone asks a question that is unrelated to the topic being discussed?

Discuss with students what it means to ask good questions and why it is important. Review the discussion point questions.

Possible activities to review the discussion points or use your own:

Think. Pair. Share: The teacher will pose questions related to the discussion points. Explain to students that the purpose of the activity is to think about the question and activate prior knowledge. The teacher will model the procedure to facilitate student understanding.

  • T (Think): Teacher begins by asking a specific question using the discussion topics.
  • P (Pair): Each student should be paired with another student, small group or work with a teacher. Pairs write brief answers on sticky notes or scrap paper.
  • S (Share): Students share their thinking with their partner. Teacher then leads a whole-group conversation using students’ answers.

SEL Categories Activity:

  • Ask students to create a list of words associated with the topic (give them 2-5 minutes to complete).
  • Once time is up, ask each student to share a word or thought from their list.
  • Other students must cross that word or thought off their list.
  • Continue the process until all words or thoughts have been listed.

Directions for In-Person or Virtual Learning: You have three options for students to complete this lesson.

  • Option 1: Print the Student Activity Sheet for each student. Complete the lesson as a group and assign the activity sheet to the students.
  • Option 2: Click the Student link to access the activity sheet electronically and post to your Learning Management System (if your school has one) or send the link to the student. The student may complete the activity sheet electronically within the classroom on a shared computer or device.
  • Option 3: Click the Student link to access the activity sheet electronically and send the link to the student. The student may access the link from a home computer, chromebook, iPad or other device.

Activity 1: Generating Questions

Review the discussion points and why asking a good question is important during a conversation. Display the topics below on chart paper or the board. Divide the students into small groups or pairs. Ask each group/pair to choose one of the topics.

Materials Needed:
  • Chart paper or chalkboard
  • Paper and pencil for each student
    •

Instruct each group/pair to generate appropriate questions about that topic. Set an allotted time for the groups/pairs to work. At the end of the time, gather the students altogether and have groups/pairs share their ideas. Record ideas on the chart paper or board.

  • School
  • Movies
  • Friends
  • Pets
  • Siblings
  • Board games
  • Sports
  • Summer

Activity 2: Circumstances

Review the key points of Activity 1. As a class, ask students to think of situations when it is important to ask good questions. You may want to give an example or two to help them begin brainstorming. Ask students to share their ideas and record on chart paper or the board.

Ex. When a friend is telling you a story.

Materials Needed:
  • Student Activity Sheet A - 1 per student
  • Pencil for each student
  • Chart paper or interactive board

Ask students time to complete Student Activity Sheet A. When all have finished, discuss the students’ answers.

Student Activity Sheet A

Directions: If your friends were talking about a new movie that you had not seen yet, what questions would you ask?

Activity 3: Comic Strip Worksheet

Review the key points discussed in Activities 1 and 2 with students. Ask for volunteers to act out one of the topics generated during Activity 2.

Materials Needed:
  • Student Activity Sheet B - 1 per student
  • Pencil for each student
    •

Review with the students the following points asn ask the other students to monitor the role play for these:

  • identify the topic being discussed
  • think of 1-3 questions on that topic to ask
  • repeat back the answer to your question

You may have other volunteers act out another situation, if time allows or students appear to need more examples.

Ask students to complete Student Activity Sheet B. Discuss their answers when finished.

Student Activity Sheet B

Study the comic strips below. Circle the answers that show the characters asking good questions.

Lesson Extension: Listening Comprehension and Grammar Review

Explain that a script is a form of written dialogue between characters in a movie, play, or broadcast. Students should listen carefully as the teacher plays the example scripts from the immersive reader. Replay the script if needed. Allow students time to answer the questions on Student Activity Sheet C.

Materials Needed:
  • Student Activity Sheet C - 1 per student
  • Pencil for each student
  • Student Activity Sheet D - 1 per student
  • Red and purple colored pencil or pen
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After students have finished, discuss the listening comprehension questions together.

After completing the listening comprehension portion of this activity, provide students a copy of Student Activity Sheet D. Point out to students the features of script text that indicate which character is talking. Remind students that this is a dialogue between characters.

Allow students time to complete Student Activity Sheet D.

Display the script using the immersive reader and highlight the nouns in the script. Students should self-check their work to determine if they correctly named two nouns. Repeat the process for verbs, contractions and compound words.

If time allows students may partner together and role play the script.

Example script of asking good questions:
Ken: What did you do yesterday?
Anya: I went on the hayride at the pumpkin patch. Did you go yet?
Ken: I haven’t, but I want to! Was it fun or scary?
Anya: I thought it was fun. Have you ever been on a hayride before?
Ken: No, I have not ever been on the hayride. Were there other things to do?
Anya: They had some other rides, apple bobbing, and crafts to make. I had fun.

Example script of not asking good questions:
Anya: Hi, Ken, how are you today?
Ken: I’m ok.
Anya: Did you go on the hayride at the pumpkin patch yet?
Ken: No. I like video games. Do you like them too?
Anya: Yes, but we were talking about the pumpkin patch, not video games. Have you been to the pumpkin patch before? This was my first time.
Ken: Yes. I like pizza too. It’s my favorite food.

Read Aloud Recommendations: Completing a read aloud with students is a great way for them to see and learn social skills as well as incorporating reading skills. Read and discuss as appropriate for level and as time allows throughout the lesson.

Use current classroom literature that demonstrates asking questions appropriately.

Student Activity Sheet C

Directions: Think about the script read/played for the class and complete the questions below.

1. Who are the characters in this script?

2. Where did Anya go?

3. What did Anya do at the pumpkin patch??

4. How do you think Anya feels when Ken asks questions on a different topic?

Student Activity Sheet D

Directions: In the scripts below, circle in purple two nouns that name a person and one noun that names a place. Circle in red two verbs. Underline the compound words. BONUS: Find and cross out the contractions. Write the two words that make up the contraction.

Remember:

A noun names a person, place, thing, or idea.

A verb names describe an action, state, or occurrence.

A compound word is two words joined together to make a new word with a new meaning.

Example script of asking good questions:
Ken: What did you do yesterday?
Anya: I went on the hayride at the pumpkin patch. Did you go yet?
Ken: I haven’t, but I want to! Was it fun or scary?
Anya: I thought it was fun. Have you ever been on a hayride before?
Ken: No, I have not ever been on the hayride. Were there other things to do?
Anya: They had some other rides, apple bobbing, and crafts to make. I had fun.

Example script of not asking good questions:
Anya: Hi, Ken, how are you today?
Ken: I’m ok.
Anya: Did you go on the hayride at the pumpkin patch yet?
Ken: No. I like video games. Do you like them too?
Anya: Yes, but we were talking about the pumpkin patch, not video games. Have you been to the pumpkin patch before? This was my first time.
Ken: Yes. I like pizza too. It’s my favorite food.

Application Activity

Review and discuss example scripts from the lesson extension.

In small groups, have the students create scripts that demonstrate asking good questions and not asking good questions. Use the script sheet to create students' scripts.

Materials Needed:

Have students record their scripts using SiLAS software for social skills. Remind students to name and save their work. Premiere the movies with the group members at the end of each session.


Script Extensions:

Click the following hyperlinks to have students choose their Characters, Background and Props prior to writing scripts. For examples of script writing accommodations, click Here.


Ideas for modifying this activity based on your students’ needs:

  • create a script as a class
  • pair or group students so that skill levels are varied and assign each a role or task that uses their skill
  • create the script by recording the dialog with a phone or other recording device.
    •

Topic Checkout

Review the key points from the previous activities and discussions.

Ask students to complete the Student Topic Checkout. Review their answers when all students have finished.

Materials Needed:
  • Student Topic Checkout - 1 per student
  • A pencil for each student
    •

Student Topic Checkout

Directions: Complete the following questions.

  1. What is a question?
  2. Why should you ask questions when you are having a conversation?
  3. What are some of the reasons that you would ask a question?
  4. Should you ask a question on a topic that is not related to what you are discussing? Why or why not?