Topic:

Thick and Thin Questions

Grade Level: 4
Lesson Objectives:

Students will be able to compose thick and thin questions based on the book,
The Other Side, by Jacqueline Woodson.

Essential Question:

How can making inferences help us to become better readers?

Relevant Academic Standards:

PDE Standard - 1.2.4.E: Read, understand, and respond to essential content of text
in all academic areas.
Anchor Descriptor R4.A.2.3: Make inferences and draw conclusions based on
text.
Eligible Content R4.A.2.3.1: Make inferences and/or draw conclusions based
on information from text.
Materials:

17 class copies and 1 teacher copy of The Other Side, by Jacqueline Woodson
Stack of 3x3 sticky notes
Stack of 1x3 sticky notes
Multiple pieces of construction paper with questions pre-written
Scotch Tape

Accommodations:

Thick and thin questions that are said throughout the lesson will also be

written on construction paper to appeal to visual learners.

Students who prefer not to write on sticky notes will be given the option to
write on a two column chart. Students will write thick questions (and
answers) on one side of the paper and thin questions (and answers) on the
other side.
o This accommodation will be used to suit students with varied learning
styles and preferences.

Management:

Students will only use sticky notes for their intended purpose
o Students will be given one warning if sticky notes are used improperly.
Any subsequent warnings result in the loss in privilege in using sticky
notes. Students will then use lined paper to write responses.

Lesson Procedure:

Beginning (Introduction):
1. Gain students attention by asking students to sit quietly with all eyes on me.
2.

Students should clear their desks of materials.

Tell students that we will be learning about special type of questions today:

thick and thin questions.

3. Write the words thick and thin on the white board.
4. Ask, Who can tell me what they think the word, thick means? (wide,
deep, solid, bulky)
a. If needed prompt kids to think about a thick book that is thick. What
type of information is in a thick book? How does it weigh? Is it quick
to read?
b. What do you think it means to ask a thick question? (Asking a
thick question means to ask a question that requires critical thinking
skills and cannot be answered with a short thought. Thick questions
require inferences because answers are not direct, or simple.)
c. Tell students that Id like to know about their knowledge about the
word inference. Ask students to give a hand signal to communicate
their understanding of the word:
i. Thumbs down student has never heard of this word
ii. Sideways thumb student has heard the word, but cannot tell
you the meaning
iii. Thumbs up student can explain the definition of the word
5. Ask a student to share what they think an inference is.
6. Ask, Now that weve looked at what a thick question is, how do you think a
thin question differs from a thick question?
a. Allow students to discuss this question at their tables for 30 seconds.
b. Call on a couple students for suggestion answers.
7. Add to student definition that thin questions can be read or observed, and
they are more simple (or thin) to respond to. Also, we can physically point to
the answer of a thin question in a book. Say that thick questions require you
to make inferences in order to determine an answer. The answer to a thick
question is never written directly in the book. Emphasize that an inference is
an answer you conclude from making observations and using context clues.
8. Tell students that one of the most important things they want to be doing as
readers is to be actively thinking about what they are reading and asking
questions. Explain that we will be reading the book, The Other Side, by
Jacqueline Woodson in order to help us form questions.
Middle (Teach):
1. Introduce the author and title of the book, The Other Side. Ask if anyone in
2.

the class has read this book before.

Begin reading the book until page 6.

3. Explain to students that they always want to be thinking about questions that
they can ask as readers. Tell students that by this time in the story, we are
able to begin asking questions because we know a little bit about the story.
i. Who can share with us something that we know from the story?
1. 2-3 students can share a fact that they know from the story.
(Scaffold to help students determine that the concept of racism
is a theme in this book, much like the theme in their chapter
book, Bud Not Buddy.)
ii. Say, Now we need to think about what we want to know from the
story.
iii. Say, I know that I would like to know from the first page, Why did
mama say not to climb over the fence when Clover played outside?
iv. Show students the question written on construction paper.
v. Tell the students that we can always point to the answer in a thin
question, but not a thick question.
vi. Model that you can point to the answer in the book.
vii. This is an example of a thin question because we were able to read
Mamas response to this question directly in the book.
viii. Ask students to take a try answering the question. (Answer:
Mama said that climbing over the fence was not safe.
4. Continue reading from page 6. (Read page 7-8 of the story.) Stop to ask
another question:
a. Why did everyone and everything on the other side of that fence
seem so far away to Clover?
i. Show students the question written on construction paper.
ii. Model the student thought process to show them how to
determine if a question is thick or thin:
1. Thin questions:
a. The answer can be found directly from a book
b. You can point to the answer.
2. Thick questions always:
a. Require you to use context clues to answer the
question
b. Require you to use inferences in order to answer
the question
3. Can someone refresh our memory and explain What is an
5.

inference?
I know that since the book never answered this question directly, I need to
make an inference about this question in order to answer it. I also should use
my context clues to help me. Because of the information I determined, I

know that my question is a thick question.

6. Ask students to raise their hands if they would like to try to answer this
question.

7. Pose a challenge question to the class. How did Clover and the red-head girl
act when they saw each other in town? Tell students that you want them to
tell you, based off the question you ask, whether you are asking a thick or
thin question.
i. Show students the question written on construction paper.
b. Give students 20 seconds to discuss whether the question is thick or
thin.
c. Ask for each tables response, then tell the class that this question is a
thin question.
d. Ask students who answered correctly how they knew this question was
a thin question?
8. Now ask another question from the same page, What do we learn from
9.

Clovers mother when she says to Clover, It is not polite to stare.?

Tell students they are to determine whether you are asking a thick or thin
question.
i. Show students the question written on construction paper.
b. Give students 20 seconds to discuss whether the question is thick or
thin.
c. Ask for each tables response, then tell the class that this question is a
thick question.
d. Ask students who answered correctly how they knew this question was

a thick question?
10.After reading page 9-10, ask the class two questions from the same page.
First ask the question,
a. What did Clover see the red-head girl do on the other side of the
fence?
i. Show students the question written on construction paper.
ii. Ask a volunteer to help guide the class in what questions we
should ask ourselves to determine if the question is a thick
question?
iii. After the students ask these questions to themselves in their
head, ask the children to give you a thumbs up if they think
the question is thick. Direct the children to give you a
thumbs down if you do not think that the question is a thick
question
1. Ask any students who had their thumbs up to explain their
reasoning for believing that the question is a thick
question.
2. Ask any students who had their thumbs down to explain
their reasoning for believing that the question is not a
thick question.

3. Confirm that this question is not a thick question, but is

a thin question. Use different students explanations to
support your explanation of why this question is thin.
4. Discuss potential answers for this question.
11.Now ask a new question from the same page:
a. Ask, How do you think Clovers thoughts of Annie changed when she
saw her jumping in puddles?
i. Show students the question written on construction paper.
b. Ask a volunteer to help guide the class in what questions we should
ask ourselves to determine if the question is a thick question? A thin
question?
c. After the students ask these questions to themselves in their head, ask
the children to give you a thumbs up if they think the question is
thick. Direct the children to give you a thumbs down if you do not
think that the question is a thick question
i. Ask any students who had their thumbs up to explain their
reasoning for believing that the question is a thick question.
ii. Ask any students who had their thumbs down to explain their
reasoning for believing that the question is not a thick
question.
1. Confirm that this question is a thick question. Use
different students explanations to support your
explanation of why this question is a thick question.
2. Discuss potential answers for this question.
12.Introduce to students that we want to write down our questions as we read a
story. Now that we have learned how to determine if a question is thick or
thin, we can now focus on writing our own thick and thin questions. Since
readers should always be thinking about questions as they read, it is also
good practice to write down these questions.
a. Explain that in a little bit, students will be getting two different sized
sticky notes. The smaller sized sticky note (show 1x3 inch sticky
notes) will be for you to write down thin questions. Since thin
questions can be answered directly, they require a shorter response.
Thats why we use thin sticky notes to write thin questions and
answers.
b. The bigger-sized sticky note is for writing down thick questions
because thick questions require more room and thoughts to answer.
c. Explain that every time I think of a thick or thin question, I will write it
on the appropriate-sized sticky note.

13.Tell students to look back at the question we talked about earlier, How do
you think Clovers thoughts of Annie changed when she saw her jumping in
puddles?
a. Say, Which sticky note does this question deserve?
i. Answer: The 3x3 (thick) sticky note because it is a thick
question and requires more room
ii. Model writing the question on a 3x3 sticky note and stick the
post-it notes to the page in which you came up with your
question.
14.Tell the class that you know they are all very good listeners. I am going to
challenge you to think of thick and thin questions as I read the rest of the
book. After we read the book, you will have the chance to write down your
questions using your own copies of the book, but for now, just listen and think
of the questions.
15.Read the rest of the story, without stopping to ask questions. Cue the
students on any particular page where there are many potential questions.
16.After reading the book, explain to the students that they will now receive
their own copy of the book, The Other Side.
a. Students will be given 10 minutes to reread or skim the second half of
the book with a partner. Partners will create thick and thin
questions together. Each person in a group will write down the
question to stick in their own book (on the page in which they came up
with the question). Specify that students should write one question per
sticky note.
i. Students who prefer not to write on sticky notes will be given the
option to write on a two column chart. Students will write
thick questions on one side of the paper and thin questions
on the other side.
b. Spend this time simply coming up with questions, not answering them.
c. Assign students partners based on heterogeneous ability groups and
dismiss them into working.
17.As students are working, observe the questions that are written on post-it
notes and ask students to explain how they created their questions. Ask
students if their questions are thick or thin, and ask how they knew their
question fell into that category.
18.After 10-12 minutes, ask students to quietly make their way to their desks
and focus their attention on me for their next directions.
19.Give students a warning to finish responding to their last question so they
can come back to their desks.
Closure:

20.Ask, How do we find the answer to a thin question? A thick question?

a. Ask for 2-3 student responses. Add to student explanations when
needed.
21.Ask students to take 2 minutes to look through their sticky notes and find
their best example of a thick question and best example of a thin
question. Tell students to stick these sticky notes together and write their
name on both of the post-its.
22.After students find their best example of a thick and thin question that
they wrote, direct them to place their post-it notes on the center of their table
for me to collect.
23.Ask students to remove all of the post-its from their books and place them in
a pile that will be c collected separately.
Assessment:
- As students are creating thick and thin questions with partners, observe
the questions that are written on post-it notes and ask students to explain
how they created their questions. Ask students if their questions are thick
or thin, and ask how they knew their question fell into that category.
o How did you know this was a thick/thin question?
o Can you show me where you can point to the answer for this thin
o
-

question?
What context clues do you need to know to answer the thick

question?
At the end of the lesson, I will ask students to look through their sticky notes
and find their best example of a thick question and best example of a thin
question. Post-its will be collected and assessed to determine if students are
able to write effective thick and thin questions based on the book, The
Other Side.

Sources:
Strategies That Work by Stephanie Harvey and Anne Goudvis

Thin Questions

Thin Answers

Thick Questions

Thick Answers