1. US Curriculums
  2. TEKS
  3. Grade 6
  4. English Language Arts and Reading
  5. Generate student-selected and teacher-guided questions for formal and informal inquiry

Grade 6 · English Language Arts and Reading

Generate student-selected and teacher-guided questions for formal and informal inquiry

Quarter 4 · Week 3 · TEKS

Standards Alignment

  • TEKS.110.22.12A primary
    generate student-selected and teacher-guided questions for formal and informal inquiry;
  • TEKS.110.22.12B primary
    develop and revise a plan;
  • TEKS.110.22.12C primary
    refine the major research question, if necessary, guided by the answers to a secondary set of questions;

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Lesson Overview

This Grade 6 English Language Arts and Reading lesson focuses on helping students generate their own questions and respond to teacher-guided questions for both formal and informal inquiry. Students will learn how to develop and revise inquiry plans and refine their major research questions based on secondary questions and answers. The lesson is grounded in TEKS standards and supports students in engaging in recursive inquiry processes using multiple texts for various purposes.

Learning Objectives

  • Generate student-selected and teacher-guided questions for formal and informal inquiry.
  • Develop and revise an inquiry plan.
  • Refine the major research question based on answers to secondary questions.

Success Criteria

  • I can create my own questions to explore a topic.
  • I can follow and adjust a plan for my inquiry.
  • I can improve my main research question by using answers from other questions.

Prerequisite Knowledge

Students should understand what questions are and have experience with basic reading and writing skills. They should be familiar with the idea of asking questions to learn more about a topic and have some experience with planning simple tasks or projects.

Key Vocabulary

  • Inquiry
  • Formal inquiry
  • Informal inquiry
  • Research question
  • Secondary question
  • Plan
  • Revise
  • Refine

Materials and Resources

  • Chart paper or whiteboard
  • Markers
  • Sample mentor text or inquiry example
  • Student notebooks or paper
  • Question stems handout

Teacher Preparation

  • Prepare a short mentor text or example of inquiry questions.
  • Create a list of question stems to support student question generation.
  • Prepare chart paper or whiteboard space for recording questions and plans.
  • Review TEKS standards TEKS.110.22.12A, 12B, and 12C for reference.

Detailed Lesson Notes

Understanding Inquiry and Questions

Inquiry is the process of asking questions to learn more about a topic. There are two main types: formal inquiry, which is structured and often used in research projects, and informal inquiry, which happens more casually, like when you ask questions during a conversation or while reading. Generating questions is the first step in inquiry and helps guide what you want to find out.

Student-Selected and Teacher-Guided Questions

Students can create their own questions about a topic (student-selected), which encourages curiosity and ownership of learning. Teachers also guide students by suggesting questions that help focus the inquiry or deepen understanding (teacher-guided). Both types of questions are important for a balanced inquiry process.

Developing and Revising an Inquiry Plan

An inquiry plan outlines the steps students will take to answer their questions. This includes deciding what information to find, where to look, and how to organize findings. Plans are not fixed; students should revise their plans as they learn more or if they find better ways to investigate their questions.

Refining the Major Research Question

The major research question is the main question guiding the inquiry. Sometimes, after exploring secondary questions (smaller, related questions), students realize their main question needs to be clearer or more focused. Refining means improving the question so it better fits what they want to learn, based on what they have discovered so far.

Using Multiple Texts and Sources

Effective inquiry involves gathering information from various sources, such as books, articles, websites, and interviews. Differentiating between primary sources (original materials) and secondary sources (interpretations or summaries) helps students evaluate the reliability and relevance of information.

Worked Examples

Worked Example 1

Scenario

A student is interested in learning about the water cycle. They write the major question: 'How does water move around?' They also write secondary questions: 'What causes evaporation?' and 'What is precipitation?' How can the student refine their major question based on the secondary questions?

Explanation

The major question is broad. Using the secondary questions, the student can make the major question more specific by focusing on the processes involved in the water cycle. For example, the refined question could be: 'What are the main processes that move water through the water cycle?' This refinement clarifies the focus and guides the inquiry more effectively.

Answer Guide

The student should refine the major question to something like 'What are the main processes that move water through the water cycle?' based on the secondary questions about evaporation and precipitation.

Engage

Teacher Activity

Introduce the concept of inquiry by asking students what kinds of questions they ask when they want to learn something new. Share a short mentor text or example where questions guide learning.

Student Activity

Students share examples of questions they have asked recently about topics they are curious about. They listen to the mentor text and think about how questions helped the inquiry process.

Explanation

Engaging students with their own experiences helps them connect to the idea of inquiry and understand the importance of asking questions.

Examples

  • Students share personal examples of questions.
  • Students recognize that questions guide learning and discovery.

Explore

Teacher Activity

Guide students to generate their own questions about a given topic. Provide question stems to support them. Then, model how a teacher might guide or suggest additional questions to deepen inquiry.

Student Activity

Students write down their own questions and then discuss with a partner or group to add teacher-guided questions. They compare and categorize questions as student-selected or teacher-guided.

Explanation

This activity helps students practice creating questions and see how teacher guidance can expand or focus inquiry.

Examples

  • Students generate multiple questions about the topic.
  • Students distinguish between their own questions and those suggested by the teacher.
  • Students understand that good questions are clear and focused.

Explain

Teacher Activity

Explain how to develop an inquiry plan by organizing questions and deciding what information to find. Show how to revise the plan if new questions arise or if some questions are not useful.

Student Activity

Students create a simple plan for their inquiry using their questions. They discuss how they might change the plan if they learn new information.

Explanation

Developing and revising a plan helps students organize their inquiry and adapt as needed to improve their research process.

Examples

  • Students create a logical sequence of steps for inquiry.
  • Students recognize that plans can change based on new information.

Elaborate

Teacher Activity

Discuss refining the major research question by using answers from secondary questions. Provide examples of how a broad question can become more focused.

Student Activity

Students review their major question and secondary questions. They practice refining their major question based on what they have learned from secondary questions.

Explanation

Refining the major question ensures that the inquiry is focused and manageable, improving the quality of research and understanding.

Examples

  • Students identify their major and secondary questions.
  • Students revise their major question to be more specific or clear.

Evaluate

Teacher Activity

Ask students to explain how they generated questions, developed their plan, and refined their major question. Use a short written or oral task to assess understanding.

Student Activity

Students share or write about their inquiry process, including question generation, planning, and refining their research question.

Explanation

This assessment confirms students' understanding of the inquiry process and their ability to apply the skills learned.

Examples

  • Students clearly describe their question generation process.
  • Students explain their inquiry plan and any revisions.
  • Students demonstrate how they refined their major question.

Classroom Activity

Students write down their own questions and then discuss with a partner or group to add teacher-guided questions. They compare and categorize questions as student-selected or teacher-guided.

Guided Practice

Guided Practice 1

Prompt

What is a student-selected question?

Teacher Answer Guide

A question that a student creates on their own to explore a topic.

Guided Practice 2

Prompt

Why is it important to revise an inquiry plan?

Teacher Answer Guide

Because new information or questions might require changes to the plan to make the inquiry better.

Guided Practice 3

Prompt

How can secondary questions help refine the major research question?

Teacher Answer Guide

They provide details and answers that help make the major question clearer and more focused.

Independent Practice

  1. Foundational: What is a question you might ask to learn more about a topic you are curious about?
  2. Developing: Write two questions about a topic you choose: one question you create and one question a teacher might suggest to help you learn more.
  3. Application: Create a simple plan listing three steps you would take to find answers to your questions.
  4. Analysis: Look at your major research question and your secondary questions. Explain how one of the secondary questions helps you improve your major question.
  5. Challenge: After gathering some answers, your plan needs to change. Describe how and why you would revise your inquiry plan.

Independent Practice Teacher Answer Key

  1. 1. A simple example could be 'What is this topic about?' or 'Why does this happen?'
  2. 2. Student-created question example: 'How do plants grow?' Teacher-guided question example: 'What conditions do plants need to grow?'
  3. 3. Example plan: 1) Read a book about the topic. 2) Watch a video explaining the topic. 3) Write down important facts and answers.
  4. 4. A secondary question provides specific details that can make the major question clearer or more focused. For example, if the major question is broad, a secondary question about a particular part helps narrow it down.
  5. 5. I would revise my plan by adding new steps to find more detailed information or removing steps that are not helpful. This is because new information might show me better ways to learn or that some questions are no longer relevant.

Guiding Questions

  • What questions do you want to explore about this topic?
  • How can teacher-guided questions help your inquiry?
  • What steps will you take to find answers?
  • How can you improve your main research question?
  • Why is it important to revise your plan?

Common Misconceptions

  • All questions are equally useful for inquiry; in reality, some questions are too broad or vague and need refinement.
  • Once a plan is made, it should not be changed; plans should be flexible and revised as needed.
  • The major research question should never change; it can and should be refined based on new information.

Differentiation

Support and Intervention

Provide question stems to help students generate questions. Use graphic organizers to help students plan their inquiry steps. Offer sentence starters for explaining their inquiry process.

English-Language Learner Support

Use visuals and examples to explain inquiry and question types. Pair ELL students with peers for discussion and question generation. Provide bilingual question stems if possible.

Advanced and Extension

Challenge students to create questions that require higher-order thinking (e.g., 'Why' or 'How' questions). Encourage students to evaluate the quality of their questions and revise them critically. Have students design a detailed inquiry plan with timelines and resource lists.

Assessment

  • Observe students generating and categorizing questions during group work.
  • Listen to student explanations of their inquiry plans and question refinement.
  • Review student written plans and refined questions for clarity and focus.
  • Write one student-selected question and one teacher-guided question about a new topic.
  • Describe one way you changed your inquiry plan during the lesson.
  • Create a multi-paragraph text explaining your inquiry process, including question generation, planning, and refining your research question.

Answer Guide

  • What is a student-selected question?
    Answer: A question that a student creates on their own to explore a topic.
  • Why is it important to revise an inquiry plan?
    Answer: Because new information or questions might require changes to the plan to make the inquiry better.
  • How can secondary questions help refine the major research question?
    Answer: They provide details and answers that help make the major question clearer and more focused.

Real-Life Application

Encourage students to ask questions about topics they are curious about at home and discuss how they might find answers together.

Homework or Home Connection

  • Encourage students to ask questions about topics they are curious about at home and discuss how they might find answers together.

Lesson Summary

In this lesson, students learned how to generate their own questions and respond to teacher-guided questions for inquiry. They practiced developing and revising inquiry plans and refining their major research questions based on secondary questions. These skills help students engage in meaningful research and improve their understanding of topics through structured questioning and planning.

Teacher Notes

Use the exact standards alignment and retrieved-source provenance stored with this enrichment.

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