Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Kelsey Wilkie

Date

Subject/ Topic/ Theme

Review of past chapters

Grade ____4th/5th_______

I. Objectives
How does this lesson connect to the unit plan?
This lesson occurs when we are in the middle of the book. We take a break from reading for a day and learning new analyzing strategies to review what we already
read about. It allows us to analyze the relationship growing between the 2 main characters, Morning Girl and Star Boy.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

R
E
C

Recall past events in a story and put it them in chronological order.

Interpret what happened in a story in an organized thinking map (Flow Chart)
Create an organized flow chart for the first 5 chapters discussed in the book.

Common Core standards (or GLCEs if not available in Common Core) addressed:
5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences.
5.2 Determine two or more main ideas of text and explain how they are supported.
5.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text.
5.5 - Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or
more texts.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Knowledge of basic organizational skill, such as using and creating thinking maps. Also, and an
understanding of the past events in Morning Girl.
Pre-assessment (for learning):

Addition to the simile/metaphor anchor chart at the beginning of the class

Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?

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Formative (as learning):

Students will create a flow chart with a partner (each need one individual done, however) and think
of events that occurred.
Summative (of learning):
Students will turn in their flow charts in their folders at the end of class.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Students will reread chapter if
needed to recall what happens with
Morning Girl and Star Boys
relationship.

Provide Multiple Means of

Action and Expression
Provide options for physical
action- increase options for
interaction

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Students will work in their table

groups to create their flow charts.

Students will choose what events

help shape and develop the
relationship between Morning Girl
and Star Boy.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Students will be able to see the

anchor chart on the board,
create their own, and format it
how they see fit.

Students will be able to

communicate with their table
groups about what is occurring
in each chapter.

Students will work with their

group to figure out how the
relationship between Morning
Girl and Star Boy is
developing.

Provide options for

comprehension- activate, apply &
highlight

Students can use their notes and

book to create the flow chart in
their folders.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?

How will your classroom

be set up for this lesson?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Students will share what they

found as a class and we will
create an anchor chart as a
class.

Students will add (or take

away) from the charts they
made based upon our anchor
chart.

Lit. Circle folders, Pencils, Morning Girl book, charts and sticky notes from previous class time.

As it normally is, in tables groups.

III. The Plan

Time
5-10
mins

5mins

15mins

Components
Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
The students will be allowed time to discuss what
The students will share what similes and
new similes/metaphors they have located and what metaphors they found in the past chapters from
new quotes they have for the culture of the Island
last session.
people.
We will add these to our class anchor charts
They will share what they found with the class to
(discuss any meaning when it is necessary.
be added to the class anchor chart.

Then we are going to look back at the past 5

chapters and identify what is happening between
Morning Girl and her brother Star Boy
How they are feeling and acting toward
each other.
We are going to make a flow chart thinking map to
keep all these thoughts organized.
Introduce what a flow map is to the students, and
how it can help us organize. (make sure to show
example thats on the wall above the white board
in the classroom)

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Students will pay attention to learn about a flow

chart thinking map.

Have the students title and date their chart

appropriately then explain that they will be
coming up with a few things that occur in each
chapter that show the relationship between
Morning Girl and Star Boy. Do the first chapter
together then allow the students to break off into
their table groups/partners to do the other 4
chapters.

The students will work with those at their table to

find events that take place (in chronological order)
in each chapter that show the development of
Morning Girl and Star Boys relationship.

**Remind students about chronological order

here.
**Remember that each group will have different
answers
10mins

Then we will come together with the whole group

and the students will share their answers. We will
create a class flow chart with what the students
found.

Closure
(conclusion,
culmination,
wrap-up)

For each chapter we are looking for events that

show the relationship between Morning Girl and
Star Girl.
Chapter 1 Morning Girls loves the
morning and Star Boy loves the night,
they are complete opposites. They cant
understand why the other one is the way
that they are.
Chapter 2 They dont want to be like
the other one, they are easily annoyed by
each other because of their differences.
Chapter 3 They both experience pain
because of the baby their mother lost.
Morning Girl really sees Star Boy for the
first time here. She understands her
brothers need to be close to their mother
because of his sadness and she is able to
be happy for him instead of jealous when
mother is holding him.
Chapter 4 Star Boy showed he cares for
Morning Girl when he told his father that
he was the one who lost his canoe at sea
and not her (when it really was Morning
Girl who lost it).
Chapter 5 Morning Girl trusts Stay Boy
enough to ask him how se seers her on
the outside. (This is where she is trying to
figure out what she looks like).
Go through these with the students and allows
them to share the answers they found and how
they believe it shows the relationships changing
between Morning Girl and Star Boy.
Talk to the students about the development of the
relationship.

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The students will share what they found as a class

and explain how it shows the relationship of
Morning Girl and Star Boy.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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