OBJECTIVES: To involve students in a reading or a listening assignment (article, book chapter, filmstrip, video, etc.) so that they are actively listening and involved with the content in a personal, self-motivated way.

MATERIALS:
For the Teacher: prepared article and 10 interesting questions
For the Students: lined paper and pencils

PLANNING: Find an article or other content input that is interesting to student. It should be approximately one page long, Create a list of about 10 questions to ask the class. A little over half of the questions should be fairly easy to answer and the rest more of a challenge. All questions should arouse interest and be guessable. Do not list the questions in the same order as they are found in the source material.

SET Say, "I will be reading an article about (FILL IN THE TOPIC) , but I think you already know a lot about this, so first I want you to make some guesses. You will write the guesses in the left-hand column of your paper. There will be no penalty for incorrect guesses - you will receive a perfect grade if you make your guesses initially and then correct them if they are proven wrong by the material I give you. Now, draw a line drawn vertically down the middle of your paper, and number it on the left from 1 - 10. LESSON Ask each question and give students time to make each guesses in the left column. It helps if you also write the questions on the board or an overhead projector. Read the source material, asking students to raise their hands as soon as they hear the answer to any question. As the answer to each question is identified by the students, invite them to put a star or a "C" for correct next to their correct answer. (Students may argue that they do have a correct answer, and you should consider their reasoning.) If the answer is not correct, they should cross it out and put the correct answer in the right-hand column. Also enter into any relevant discussion or additional information some students offer.  When all questions are corrected, students turn their papers in.

EVALUATION :
PROCESS ONLY Give students a grade, but this paper is just proof to you that they engaged in the process fully during the session. Since you helped them with the answers, it does not show what they have actually learned. Your goal is to give all "Aís" which will encourage many students who often get lower grades.

ADAPTATIONS: You may want to let some students create their own Prediction/Proof to present to the class with material that they find in their research.

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