Summary
In this lesson, students make connections between the type of questions one asks about a text and the understanding of that text. Though lower-order questions play a major role in comprehending a text, as students become more comfortable with higher-order questioning, they will use the information they read for self-explanation. By making this personal connection, students recognize (1) what they may not completely understand yet about the text and (2) the impact a text can have on something in the "real world." Good readers have questions! While this lesson is currently aligned only to 8th grade standards, it would be appropriate to teach in grades 6th through 9th, adjusting standards as needed.
Essential Question(s)
How can higher-order thinking thinking questions expand our understanding of and connection to a text?
Snapshot
Engage
Students quick write about the differences and similarities they see in a list of questions on the board. The students then, with Appointment Clock partners, categorize a set of sample questions into three rows using Card Sort.
Explore
The students complete a Gallery Walk to observe how other students categorized the questions, notating their observations with sticky notes.
Explain
Students participate in a whole-group discussion about observations and receive an overview of Costa's Level of Questions. Discussion focuses on the impact different types of questions have on a person's understanding of a text. After discussions, partners review their original Card Sort and make changes as needed.
Extend
Students independently read an informational article and create a set of leveled questions (LOT/HOT) for it.
Evaluate
Students exchange leveled questions. Partners answer the questions and then discuss impact of level 1, 2, and 3 questions.
Materials
Appointment Clock Template (see Attachments)
Writing materials: pen, pencils, paper, etc.
Sample questions for quick write (found in Engage and in the PowerPoint attachment)
Sample questions for Card Sort (see "HOT Questions Card Sort" under Attachments)
Sticky notes
Costa's Level of Questions and Question-Answer Relationship (QAR) Concept (see Attachments)
Informational Article #1: Issue Overview: E-Cigarettes
Informational Article #2: Issue Overview: Are Social Networking Sites Good for Our Society?
A timer
Engage
Write six questions on the board (two of each leveled question).
How does the "importance of the individual" theme in "The Giver" apply to our modern-day world?
What is the first line of the U.S. Constitution?
In "A Christmas Carol," how do the ghosts of Christmas past and Christmas present differ in their approaches to helping Scrooge?
What can a modern-day teen learn from reading a book about the Holocaust?
Which character in the sci-fi movie "The Martian" was stranded on Mars?
What do the book burnings in "Fahrenheit 451" symbolize?
Ask students to quick write (approximately 3-4 minutes) about the differences and similarities they notice about the questions (see "Quick Write - HOT Questions" PowerPoint, located under Attachments). Give students time to share their thoughts, but at this time, do not provide specifics about lower-order and higher-order questions. Some students may need reassurance that they don't need to know the answers and that they do not need to have read these particular texts. The focus should be on noticing differences/similarities in the content, types of questions, etc.
Ask students to use their handout to meet with a partner (the "Appointment Clock Template" is located under Attachments). These Appointment Clocks will be also be used later on to pair with another partner.
Appointment Clocks
Give each pair a set of questions to categorize using the Card Sort strategy (two sets of card sort cards can be found in the "HOT Questions Card Sort" handout, located under Attachments, along with two blank sets that you can create for yourself). This gives students a chance to use prior knowledge and their argumentative skills to organize their thoughts regarding types of questions. Give only these instructions: "I've given you a set of questions. In the next 5 minutes, put them in three different groups based on what you notice about them." Then, set the timer for 5 minutes.
Explore
After they complete the Card Sort activity, tell students they will be participating in a Gallery Walk, looking at each set of Card Sorts around the room and providing feedback.
Instruct them to take about 5-10 minutes to walk to each card sort and use the sticky notes at each area to write down things they notice about how they are categorized. You might need to provide a few examples of types of feedback, such as: "How are these two questions alike?" "This is an interesting way to see it," or "I'm not sure I understand why these are in the same category."
To help jump start the Gallery Walk process, remind the students about the class discussion regarding the six questions that were on the board at the beginning of the class. This Gallery Walk is a silent one — students should be working independently by observing and leaving notes and questions on the sticky notes at each group. Set the timer for 5 minutes to help students manage time at each area.
Explain
When Gallery Walk time is up, have students return to their partners and join with another pair of students to share their observations for 2 minutes. By combining two pairs into one group, students will have more opportunities to communicate and interact with different perspectives.
Following this, ask students to share at least one observation or question they have (per group) with the class. While students share, scribe their input on the board to be referred to throughout the lesson.
Provide an overview of Costa's Level of Questions using the "Costa's Levels of Questioning" attachment (see also "HOT Questions" PowerPoint for an overview of question/answer relationships and Costa's Level of Questions). Reduced-size copies of this can be given to each student to glue into their note journal or binder. For optimal use, post this in the classroom for students to be able to see and use throughout the year.
Instruct students to go back to their original card sorts to make any changes as needed based on what they learned during Explore and the explanations and discussions thus far. They will use one of the HOT techniques to help them identify levels.
Circulate through the room, providing feedback as students discuss changes. After 5 minutes, ask students to share their observations with the class. As they make the connections between the Card Sort and LOT/HOT questions, ask them why each level is important. Students should begin to understand that Level 1 (lower-order) questions are important for comprehension and understanding details about a text; that Level 2 questions provide a deeper understanding of the text in that the reader must use both prior knowledge and the information in the text to develop a response (inference); and that, by asking and responding to Level 3 (higher-order) questions, readers begin to make connections between the text and their own worlds.
Extend
Students read an informational text independently. Choose one of the attached issue-related texts (Vaping or Social Networking) or choose your own text. All students should read the same text so they can discuss the questions they will write. After reading, students write two of each type of question using one of the HOT techniques presented in the Explain section.
Ask students to pair up with a different Appointment Clock partner and swap questions. Students should answer each other's questions and then have a discussion about the level of question and how they know the answer. Through this sharing process, students will learn that not all questions are "right" or "wrong" (often HOT questions) and will learn how to more effectively write and identify HOT questions.
As a class, ask students to share strong examples of each level of questions, reviewing what makes questions HOT or not.
Evaluate
Throughout the lesson, assessment of student understanding can be monitored through the partner and group discussions. Additionally, walking the room while students are writing their questions after reading the informational article to notice who might be struggling with the concept is important.
At the end of the lesson, give the students Exit Tickets and ask them to explain which HOT question method they prefer when writing leveled questions — Costa's Level of Questions or QAR method and why. At the beginning of the next class, review some of the responses with the class to help check for understanding.
Resources
Combs, N. (n.d.). Arthur Costa’s levels. Retrieved from https://www.sps186.org/downloads/basic/274780/Costa%20and%20Blooms.pdf
K20 Center. (n.d.). Appointment clocks. Strategies. Retrieved from https://learn.k20center.ou.edu/strategy/d9908066f654727934df7bf4f505c91e
K20 Center. (n.d.). Bell ringers and exit tickets. Strategies. Retrieved from https://learn.k20center.ou.edu/strategy/d9908066f654727934df7bf4f505d6f2
K20 Center. (n.d.). Gallery walk / carousel. Strategies. Retrieved from https://learn.k20center.ou.edu/strategy/d9908066f654727934df7bf4f505a54d
Orr, E. (2017). Vaping: The evolution of smoking. Bloomberg. Retrieved from https://www.bloomberg.com/quicktake/e-cigarette-update
ProCon.org. (2017). Are social networking sites good for our society? Retrieved from https://socialnetworking.procon.org/