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English IV Content Objective: Students ask questions to analyze a fictional text.

Engage students in analyzing fictional texts by asking questions and making connections. Explore literal, interpretive, evaluative, and universal questions to deepen understanding. Encourage critical thinking and perspective-taking through writing prompts and group discussions. Develop higher-order thinking skills using Bloom's Taxonomy. Emphasize the significance of connecting with the text and discussing varied interpretations. Foster a collaborative environment for building comprehension and empathy.

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English IV Content Objective: Students ask questions to analyze a fictional text.

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  1. English IV Content Objective: Students ask questions to analyze a fictional text. 5

  2. Bell Ringer

  3. TEKS E4.Fig19A E4.15Cii Cardstock (4-8 sheets) Marker (1) Supplies

  4. Readers make connections in order to better understand themselves and the world around them by reading a variety of texts and genres. How does asking questions support your interpretation of a challenging text? How does making connections support your interpretation of a challenging text?

  5. Vocabulary • Literal questions • Interpretive questions • Evaluative questions • Universal questions

  6. Writing Prompt #3 (Daily Lesson 9): Rewrite your response about a time when you or someone close to you has undergone physical and emotional changes from a different point of view. On separate sheets of cardstock, write each type of question in large letters using the marker. (If the class has 8 groups, create two sets of four sheets.)

  7. Take one sheet of cardstock in the middle of each desk/table for each group of students. If there are 8 groups in the class, divide these groups into 2 rotations by placing one set of question cards on four of the desks/tables and the other set on the other four desks/tables.

  8. This Instructional Routine partially assesses Performance Indicator: “Record multiple entries that include personal and world connections, thoughts, and responses to literary and informational texts.” Students should be familiar with asking literal, interpretive, evaluative, and universal questions. This standard has been explicitly taught in previous grade levels.

  9. Literal question - knowledge level, fact-based question (e.g., who, what, when, where, why, and how questions), questions asked for clarification Interpretive question - may have more than one answer and requires that the answer(s) be supported with evidence from the text (e.g., What does this mean?)

  10. Evaluative question - asks for an opinion, a belief, or a point of view. Responses may represent different perspectives and should be supported with evidence from the text. (e.g., Do you agree or disagree? What do you feel about this? What do you believe about this? What is your opinion about this?) Universal question - an open-ended question that is raised by ideas in the text and transcend social and cultural boundaries and speak to a common human experience (e.g., What does the character believe in? What is the main character willing to fight for? How does this story give you a better understanding of human nature?)

  11. Read four different sections of text during this Instructional Routine. What are Higher-Order Thinking Questions?

  12. Blooms Taxonomy Verbs

  13. Sit in a group. 2. What is the significance of connecting to the text we are reading? Discuss responses. 3. What Effective Readers Do and explain that in this lesson, students will continue to read further into the text using questions to help them analyze the underlying meanings in the text.

  14. 4. What are: • literal questions? • interpretive questions? • evaluative questions? • universal questions? • How does asking questions support your interpretation of a challenging text? • Discuss responses and provide examples as necessary.

  15. 5. Explain to students that each group has a question type card in the middle of the desks/tables. Read silently for a total of 8 minutes. Ask a question for the section of the text read and write it on the back of the cardstock. The question should represent the type of question on the front of the card. Discuss the question. 6. Explain that students will then rotate to the next group. Read the question written by the previous group and discuss the answer to the question. Repeat the process as you work through the next section of text.

  16. Read and ask different types of questions with group members 2. Rotate through the different question types and discuss the questions written by their peers. 3. Check for understanding of the text.

  17. Closure 1. Which types of questions allowed more discussion and analysis? Students should respond with evaluative and universal questions. 2. Explain that these types of questions are referred to as Higher-Order Thinking Questions, or HOT Questions. 3. Display the evaluative and universal questions written by students.

  18. 30 second write Write down everything you learned this week.

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